ILLINOIS 


URSE         OF         STUDY 


UC-NRLF 


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Digitized  by  the  Internet  Archive 

in  2008  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/courseofstudyforOOillirich 


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COURSE  OF  STUDY 


FOR  THE 


Common  Schools 


OF 


ILLINOIS 


SIXTH  GENERAL  REVISION 


Revised  by  the  Standing  Committee  on  State  Course  of  Study 

Chosen  by  the  County  Superintendents'  Section  of 

the  IlUnois  State  Teachers'  Association 


Parker  Publishing  Company 

PRINTERS  AND  PUBLISHERS 

Taylorville,  Illinois 


Table  of  Contents 


John  Trainer  3 

C.  M.  Parker 6 

Historical  .— « 9 

Preface    I2 

Introduction   13 

Alternation    14 

Suggestive  Programs  16-17 

Monthly  Examinations  19 

Useful  Purpose  of  Examinations  19 

Central  Reviews  21 

Final  Examination  22 

County  Commencement  Exercises  22 

Compulsory  Attendance  Law 24 

Sanitation  Requirements  25 

Outline  of  the  Course 31 

First  Year  32 

Reading   32 

Language  39 

Picture  Study _  46 

Number   50 

Construction  Work  52 

Writing    _ 56 

Nature  Study  57 

Physical  Training  „ 60 

Second  Year  _ 62 

Reading   62 

Language  64 

Picture    Study  65 

Number   . 68 

Construction  Work  71 

Writing    _ 73 

Nature  Study  73 

Physical  Training  75 

Third  Year* 76 

Reading  „ 76 

Spelling   79 

Language  82 

Picture   Study 84 

Arithmetic    86 

Writing    92 

Nature  Study  92 

Physical  Training  94 

Fourth  Year  _ 96 

Reading   , „ 96 

Spelling    „ 99 

Language  loi 

Picture    Study  106 

Arithmetic     108 

Geography  11 1 

Writing    1 19 

Nature  Study  110 

Physical'  Training  12I 

Fifth   Year  _ 123 

Reading    123 

Spelling    126 

Language    134 

Picture    Study  136 

Arithmetic  137 


Geography    „ _ 14 

Household  Arts 14 

Writing    14 

Nature  Study  14 

Physical  Training  15 

Sixth  Year  15 

Reading    15 

Spelling    15 

Language    15 

Picture   Study   I5' 

Arithmetic     16 

Geography  16, 

U.  S.  History  16] 

Household  Arts  17, 

Writing    14 

Nature  Study I7- 

Physical  Training  17* 

Seventh  Year  17I 

Reading    17I 

Orthography    i8( 

Grammar     18/. 

Picture  Study  i8l 

Arithmetic     19: 

Writing    19; 

Geography     19; 

U.  S.  History  201 

Household  Arts  ^of 

Physiology    20; 

Civics    20^ 

Agriculture   2ii 

Physical  Training  21 

Eighth  Year  2it 

Reading    2it 

Orthography  22c 

Grammar   22; 

Picture  Study  22^ 

Arithmetic  232 

Writing    _ 19; 

Geography    23^ 

U.  S.  History  24c 

Household    Arts  245 

Physiology    247 

Civics    248 

Agriculture   25c 

Physical  Training  252 

General  Exercises  254 

Music    2SA 

Morals  and  Manners  257 

High  School  Courses  264 

Two  Year  High  School  264 

Recognition     265 

Two  Year  Program  26S 

Three  Year  High  School  27c 

Four  Year  High  School 27c 

Club  Work  ; 274 

School   Library   281 

Teachers  Reading  Circle  328 

Pupils'  Reading  Circle 331 


iMvisioN  OF  AGRrcuL?ul^^L  e:m><iAriorti 


COURSE  OF  STUDY 


FOR  THE 


Common  Schools 


OF 


ILLINOIS 


SIXTH  GENERAL  REVISION 


Revised  by  the  Standing  Committee  on  State  Course  of  Study 

Cliosen  by  the  County  Superintendents'  Section  of 

the  Illnois  State  Teachers'  Association 


Parker  Publishing  Company 
Taylorville,   Illinois 


'■-  (tf 


L 


^   1:3 


Copyright,    1918, 

by    the 

County    Superintendents'    Section 

of   the 

Illinois    State    Teachers'    Association. 


Copyright,    i9i*» 

by   the 

County    Superintendents'    Section 

of   the 

Illinois     State    Teachers'    Association. 


Copyright,    1907, 

by    the 

County    Superintendents'    Section 

of   the 

Illinois    State    Teachers'    Association. 


Copyright,    1903, 

by    the 

County    Superintendents'    Section 

of   the 

Illinois     State    Teachers'    Association. 


WAIN  !t,!IE»l»*.»v..AGRlc;U.LTUP»E  Tm.Wn'. 


John  Trainer's  Life  and  History. 


John  Trainer  whose  fertile  brain  and  inventive  genius  found  the  way  tc 
organize  countrj^  and  %-illage  schools  so  effectively,  was  born  near  \Vilkes\-ille, 
Vinton  Countj-,  Ohio,  August  26,  1844,  in  a  one-room  cabin,  built  of  unhewn, 
poplar  logs,  with  puncheon  floor  and  clapboard  roof. 

He  was  the  son  of  Samuel  and  Amanda  West  Trainer  and  the  third  of 
their  twelve  children.  His  parents  being  poor,  there  was  a  struggle  to  get 
enough  to   eat   and   wear.     The   lad   was    so   quiet   and   hard-working  that   all 


I 


joint   I  rat t! I.- 1. 

mothers  would  point  their  sons  to  him  as  an  example.  He  was  ambitious  to 
obtain  an  education.  A  few  of  the  neighbors  had  started  a  small  circulating 
hbrary  and  John  Trainer  found  the  books  of  great  assistance  in  his  studies. 
Getting  a  little  money  ahead  by  chopping  cord-wood  for  a  blast  furnace  nearby, 
he  attended  Ewington  Academy  for  a  year  and  succeeded  in  securing  a  certin- 
cate  to  teach  in  district  schools.  His  first  term  was  taught  at  Pike  Run  school 
Vinton  county.    He  then  spent  another  j-ear  in  academy  at  hard  study. 


49O02: 


O 


A  JOHN   trainer's   life   AND    HISTORY. 

In  April,  1869,  John  Trainer  came  to  Niantic,  Macon  County,  Illinois  in 
search  of  employment  as  a  farm  hand.  By  the  aid  of  his  employer.  Mr. 
Lockhart,  he  secured  the  Dingman  school  south  of  Niantic  for  the  winter 
following.  As  he  was  only  a  farm  hand,  the  directors  doubted  his  ability  to 
teach  and  govern  the  school,  but  Mr.  Lockhart  personally  vouched  for  him 
and  he  was  employed.  He  remained  for  the  full  six  months  and  for  the  next 
five  winter  terms  he  taught  the  Peru  school  in  the  same  county.  It  was  in 
this  school  that  he  conceived  the  plan  of  grading  country  schools  and  first 
tried  out  his  plans. 

By  his  activity  and  leadership  in  institutes  and  associations,  he  became  one 
of  the  most  prominent  and  popular  teachers  in  the  county  and  it  was  no  sur- 
prise that  the  farmers'  convention  of  Oct.  i,  1877  easily  nominated  him  over 
four  competitors  for  the  ofifice  of  county  school  superintendent,  notwithstand- 
ing he  was  not  an  aspirant  for  the  place.  He  was  duly  elected  to  this  position 
which  he  held  for  nine  years. 

In  1879,  Supt.  Trainer  was  granted  150  days  for  school  visitation  and  he 
at  once  began  an  inspection  of  the  schools  of  the  county  in  order  to  learn  their 
actual  condition. 

In  studying  his  scheme  for  organizing  and  grading  his  country  schools, 
he  wrote  to  County  Superintendent  Alex.  L.  Wade  of  Monongalia  County,  West 
Virginia,  who  had  devised  a  plan  of  work  for  country  schools,  ending  the 
school  year  with  graduation  exercises  held  at  stated  places  in  the  county,  quite 
like  our  present  central  examinations.  Supt.  Trainer,  with  his  ability  to  seize 
the  vital  features  of  a  plan  and  make  them  the  nucleus  of  a  plan  of  his  own, 
siw  that  to  add  to  the  Virginia  plan  definite  outlines  of  the  required  studies 
by  months,  with  examinations,  records  and  reports  at  the  close  of  each  month, 
with  grades  of  advancement  by  years  and  a  final  examination  for  those  pro- 
ficient at  the  centrals,  so  that  the  work  of  the  several  gronps,  as  well  as  the 
work  of  the  individual  schools  could  be  compared,  would  greatly  increase  the 
value  of  the  scheme. 

Supt.  Trainer  presented  his  "views"  to  the  teachers  as  he  visited  them  and 
asked  the  pupils  to  invite  their  parents  to  come  out  to  night  meetings  so  that 
he  could  explain  his  "scheme,"  and  gain  if  possible,  their  good  will  and  co- 
operation, in  which  efifort  he  was  eminently  successful. 

The  "plan"  was  discussed  at  the  teachers'  annual  institute  of  1881  and  on 
October  ist  of  that  year  was  put  into  operation.  A  16-page  pamphlet  containing 
outlines  of  each  branch  of  study  by  months  with  instructions  and  suggestions, 
was  issued  and  paid  for  from  advertising  within  its  pages,  given  by  Decatur 
merchants.    This  was  Trainer's  first  "Manual  and  Guide." 

The  county  was  divided  into  twenty-one  central  districts;  monthly  ques- 
tions were  sent  to  the  teachers,  who  conducted  the  examinations  and  in  Febru- 
ary, Supt.  Trainer,  in  person,  held  an  examination  in  each  central  group, 
covering  the  work  of  the  several  months.  A  night  meeting  was  held  at  each 
central  school  at  which  a  report  of  the  day's  work  was  made  by  the  superin- 
tendent and  the  certificates  of  standing  and  rank  in  class  were  distributed  to 
the  pupils  participating  in  the  examination.  The  interest  and  enthusiasm  of 
pupils,  teachers  and  parents,  was  intense  and  the  "plan"  was  pronounced  a  great 


JOHN   trainer's   life   AND   HISTORY.  5 

success.  \\'ithin  two  years,  more  than  one-third  of  the  counties  of  Illinois  were 
engaged  in  the  same  glorio.us  work  and  the  "plan"  was  inaugurated  also  in 
several  counties  in  other  states. 

About  the  same  time  that  Trainer  issued  his  first  "Manual  and  Guide", 
State  Supt.  James  P.  Slade  issued  his  official  Circular  No.  15,  which  contained 
a  skeleton  outline  for  a  course  of  stud}-  for  country  schools  prepared  by  a 
committee  named  by  the  State  Teachers'  Association.  This  was  distributed 
abundantly  in  every  county  of  the  state.  This  circular  was  taken  up  in  some 
of  the  counties,  first  by  Piatt  County,  discussed  at  the  summer  institute  and 
made  the  basis  of  a  course  of  study;  in  other  counties,  the  Macon  County 
"Manual  and  Guide"  was  adopted  with  only  slight  modification. 

For  several  years,  a  new  edition  was  issued  each  year,  each  county  making 
such  special  additions  as  its  needs  required.  After  a  few  years,  the  County 
Superintendents'  Section  of  the  State  Teachers'  Association  assumed  the 
preparation  of  the  Course  of  Study  and  through  its  committees  prepared  a 
more  advanced  outline  than  any  previously  issued ;  thenceforward  it  became 
known  as  the  "State  Course  of  Study"  which  name  it  yet  bears.  Editions 
have  since  been  prepared  at  intervals  of  several  years  and  the  Course  is 
published  by  one  educational  house  only,  which  acts  as  the  agent  of  the  State 
Association  and  assumes  all  financial  obligation  connected  therewith. 

Trainer's  "Manual  and  Guide"  has  thus  grown  from  a  small  leaflet  to  a 
"State  Course  of  Study"  of  over  280  pages.  Its  origin  and  development  are 
properly  credited  to  the  genius  which  discovered  and  pointed  the  way  and 
whose  author  deserves  to  be  recognized  as  the  greatest  friend  and  benefactor 
of  the  country  schools  the  world  has  ever  known. 

John  Trainer  passed  to  his  reward  June  20,  1913.  and  was  reverently  laid 
to  rest  in  beautiful  Greenwood  Cemetery,  Decatur,  Illinois. 


C.  M.  Parker,  Teacher,  Educator,  Publisher. 


One  of  the  most  loyal,  efficient  helpers  that  John  Trainer  had  in  introduc- 
ing his  great  plan  of  a  uniform  Course  of  Study  for  the  country  schools  of 
Macon  county  was  Charles  M.  Parker,  then  a  teacher  in  that  county. 

He  was  the  son  of  Samuel  S.  and  Elizabeth  (Call)  Parker  and  was  born 
September  17,  i860,  in  the  mountains  of  North  Carolina,  near  Wilkesboro.  His 
father  was  called  into  the  service  of  the  Southern  army  but  being  in  ill  health 
at  the  time  soon  succumbed  to  disease  and  the  exposure  of  army  life.  His 
mother  later  was  married  to  John  K.  Lundy  and  when  the  lad  was  seven  years 
old  the  family  moved  to  Christian  county,  Illinois. 


C.  M.  Parker. 


During  the  severely  cold  winter  of  1876,  while  helping  to  care  for  sick 
neighbors  in  the  country  near  them,  both  the  mother  and  step-father  contracted 
jincumonia  and  died  within  a  few  days  of  each  other.  Charles,  with  three 
half  brothers  and  two  half  sisters,  was  left  to  the  kind  care  of  friends  and 
distant  relatives.  The  baby  soon  followed  its  parents  and  the  little  sister  died 
later  from  the  effects  of  a  dose  of  strong  medicine  given  by  mistake  by  the 
loving  woman  who  had  taken  her  into  her  home. 

The  lonely  boy,  being  the  eldest  of  the  family  and  having  the  care  of  the 
little  ones  on  his  mind  took  the  remaining  two  brothers  and  one  sister  into 
his  home  as  soon  as  he  was  able  to  have  a  home,  even  though  it  was  only  a 
small,  rented  house,  and  aided  them  in  obtaining  an  education.     Later  in  life 


C.   M.  PARKER,  TEACHER,  EDUCATOR,  PUBLISHER.  7 

he  took  three  other  relatives  into  his  home  and  aided  these  three  boys  in 
their  efforts  to  obtain  an  education. 

On  December  27,  1883,  he  was  married  to  Leonora  L.  Wright  and  to  them 
four  children  were  born:  Minnie  L.,  wife  of  E.  E.  Stults  of  Chicago;  Capt. 
Howard  K.  Parker,  io6th  Field  Artillery,  in  service  overseas;  Jennie,  wife  of 
M-ajor  Keene  Richards,  310th  Field  Signal  Battalion,  Fort  Leavenworth,  Kansas, 
and  Charles  Leroy  Parker,  Superintendent  of  the  C.  M.  Parker  Publishing 
Company. 

After  the  death  of  his  mother  and  the  breaking  up  of  their  home,  Charles 
went  to  live  on  a  farm  for  his  "board  and  keep."  He  attended  the  district 
school  a  few  months  each  winter  after  all  farm  work  was  done.  But  he  w^s 
ambitious  to  get  an  education  and  spent  his  spare  time  with  his  books,  taking 
a  book  with  him  to  the  field  where  he  studied  while  his  team  rested.  He 
did  not  burn  the  midnight  oil  so  much  as  he  arose  early  on  short  winter  days, 
built  fires  in  the  house  where  the  temperature  was  often  far  below  zero  and 
studied  till  it  was  light  enough  to  see  to  husk  corn  or  do  other  farm  work. 

At  the  age  of  eighteen  he  walked  ten  miles  to  the  nearest  railroad  station, 
took  train  for  Taylorville,  passed  the  examination  and  secured  a  teacher's 
certificate.  His  first  school  was  at  Pleasant  Valley,  in  his  home  district  and 
the  next  was  the  Eagle  school,  both  in  Christian  county.  After  attending 
Westfield  college  for  one  term  to  better  prepare  himself  for  the  business  of 
teaching  he  went  to  Macon  county,  teaching  for  several  years  at  Old  Blue 
Mound  and  for  a  short  time  in  the  village  of  Blue  Mound.  He  then  went 
to  Christian  county  as  assistant  principal  of  the  West  school  in  Taylorville. 

While  teaching  in  Macon  county  he  knew,  and  admired  the  work  of 
John  Trainer,  county  superintendent  of  schools,  and  was  very  successful  in 
using  the  new  plan  of  a  course  of  study  in  a  country  school.  He  attended  each 
annual  summer  institute,  sometimes  boarding  in  the  home  of  Mr.  Trainer  where 
the  new  plan  and  other  educational  and  current  topics  were  discussed.  He 
thus  came  into  close  touch  with  the  plan. 

While  teaching  in  the  Taylorville  school,  R.  W.  Orr,  county  superintendent 
of  schools,  asked  him  to  assist  in  introducing  the  plan  of  a  course  of  study 
into  the  schools  of  Christian  county  and  he  was  thus  launched  into  the  field 
as  an  institute  instructor.  He  was  called  into  many  counties  of  Illinois  and 
into  Indiana  and  Pennsylvania  as  the  plan  spread  from  Macon  county  through- 
out Illinois  and  into  other  states.  He  was  unable  to  comply  with  all  requests 
.  but  devoted  all  his  time  during  the  short  institute  season  to  this  work  until  his 
publishing  business  later  demanded  all  his  time,  when  this  line  of  work  was 
given  up. 

It  was  a  wish  expressed  by  Mr.  Orr  that  some  definite  help  might  be  given 
his  teachers  on  the  work  of  the  Course  each  month  instead  of  at  the  annual 
intitute  only,  that  fostered  the  idea  of  publishing  a  monthly  school  journal. 
Without  capital  and  without  a  single  subscription  solicited  in  advance  he  began 
publishing  The  Christian  County  School  News.  His  idea  was  SERVICE, 
not  personal  gain  alone,  but  he  realized  that  the  venture  must  be  a  success 
financially  or  it  could  not  long  be  a  success  educationally.  And  without  doubt 
the  success  that  was  his  throughout  the  years  of  his  business  career  was  in 
large  measure  due  to  this  ever  present  thought  of  SERVICE. 


8  C.    M.   PARKER,  TEACHER,   EDUCATOR,   PUBLISHER. 

When  the  question  of  a  uniform  Course  of  Study  for  Illinois  was  taken 
up,  Mr.  Parker,  with  numerous  others  was  consulted  as  to  the  advisability  of 
a  Course  being  put  out  by  the  State.  Later  when  a  Standing  Committee  on 
Revision  was  appointed  and  re-appointed  he  was  always  invited  to  meet  with 
these  committees. 

The  State  put  out  an  edition  for  free  distribution  but  no  copies  were  on 
sale  and  the  demand  caused  various  publishers  to  put  out  editions.  Orders 
began  coming  to  Mr.  Parker,  and  he  handled  the  Course  put  out  by  another 
publisher.  Finally  the  State  edition  was  exhausted,  no  money  was  available 
for  another  free  ed'ition  at  that  time,  his  orders  were  not  promptly  filled  by 
the  publisher  and  in  order  to  take  care  of  his  customers,  he  put  out  an 
edition  of  his  own.  By  his  prompt  and  satisfactory  methods  in  filling  orders 
and  the  fact  that  he  advertised  largely  always  keeping  a  supply  in  stock,  he 
soon  found,  to  his  surprise,  that  he  was  the  sole  publisher  of  the  Course  of 
Study,  all  others  having  discontinued  their  editions  and  sending  their  orders 
to  him. 

When  the  next  revision  was  made  tlie  committee  decided  that  the  work 
was  being  handled  efificiently,  satisfactorily  and  economically  and  that  as  no 
State  funds  were  available  without  special  appropriation  the  work  should  again 
be  handled  as  in  the  past  by  Mr.  Parker  and  at  each  succeeding  revision  the 
Committee  has  made  the  same  decision.  Not  only  was  the  Course  sold  at  a 
very  low  price,  but  from  year  to  year  Mr.  Parker  furnished  the  State  Super- 
intendent's ofifice  with  copies  as  needed  in  lots  of  50  or  100  for  free  distribution 
without  one  cent  of  expense  to  the  State.  Mr.  Parker  ever  put  forth  everj 
effort  to  comply  with  the  wishes,  expressed  or  understood,  of  the  committee 
under  whose  directions  he  worked  in  publishing  and  making  it,  what  in  his 
opinion  it  had  come  to  be,  the  best  and  most  definitely  outlined  Course  of 
Study  ever  published. 

Not  only  was  Mr.  Parker  interested  in  educational  work  but  he  was 
identified  with  the  business  interests  of  Taylorville  and  interested  in  religious 
and  philanthropic  work.  He  died  Thursday  evening,  August  24,  1916,  after  a 
lingering  illness.  It  is  but  fitting  to  say  in  closing  that  he  died  as  he  had 
lived,  unwavering  and  unafraid.  Always  a  believer  in  the  principles  laid  down 
by  the  "Great  Teacher",  the  supreme  faith  that  was  his  was  never  shaken. 
He  was  a  modest,  unassuming  man  whom  to  know  was  to  love.  Every  act  of 
his  was  square  with  the  precepts  of  Jesus,  whom  he  loved,  and  in  whose  faith 
he  died. 


HISTORICAL. 


The  closer  supervision  of  the  schools  which  led  to  the  development  of  the 
present  Course  of  Study  had  its  beginning  in  Macon  county  about  1879  or  1880, 
with  John  Trainer,  County  Superintendent  of  Schools  in  that  county.  His  work 
soon  spread  into  Piatt  and  Champaign  counties,  and  grew  into  what  served  for 
a  time  as  a  course  of  study  for  those  counties.  As  time  passed  and  the  idea 
developed,  new  courses  embodying  special  features  appeared  in  various  counties 
of  the  State. 

At  a  meeting  of  the  Central  Illinois  Teachers'  Association  at  Jacksonville 
in  March,  1889,  the  friends  of  the  plan  discussed  the  advantages  of  a  State 
Course,  and  at  their  solicitation,  Hon.  Richard  Edwards,  Superintendent  of 
Public  Instruction,  issued  a  call  to  County  Superintendents  and  other  leading 
educators  of  the  State  to  meet  in  Springfield,  April  10,  1889,  to  discuss  the  sub- 
ject. As  a  result  of  this  meeting  a  committee  consisting  of  George  R.  Shawhan, 
County  Superintendent  of  Champaign  county;  J.  A.  Miller,  County  Superin- 
tendent of  McLean  county;  Geo.  W.  Oldfather,  County  Superintendent  of  Knox 
county;  George  I.  Talbott,  County  Superintendent  of  DeKalb  county,  and  J. 
D.  Benedict,  County  Superintendent  of  Vermilion  county,  was  appointed  to 
compile  a  course  of  study  for  the  State,  consisting  of  eight  years'  work,  eight 
months  to  each  j-ear. 

This  course  was  completed  and  published  in  time  for  the  opening  of  the 
schools  in  September  of  that  year.  One  edition  was  issued  by  the  State  Depart- 
ment of  Education.  It  was  used  in  most  of  the  counties  of  Illinois,  also  in 
some  counties  in  every  state  v^^est  of  New  Jersey  to  the  Pacific  coast.  It  con- 
tinued in  use  until  1894. 

First  General  Revision  of  Course — 1894. 

Joseph  H.  Freeman,  president  of  the  State  Teachers'  Association,  in  1893, 
in  his  inaugural  address  urged  the  revision  and  improvement  of  the  State 
Course  of  Study.  In  accordance  with  his  suggestions  the  following  committee 
was  appointed  by  that  body  on  December  28,  1893,  to  do  that  work :  Hon. 
Henry  Raab,  Superintendent  of  Public  Instruction;  George  R.  Shawhan,  County 
Superintendent  of  Champaign  county;  Henry  Foster,  County  Superintendent 
of  Livingston  county;  Joseph  M.  Piper,  County  Superintendent  of  Ogle  county, 
and  A.  C.  Butler,  Principal  of  Taylorville  Township  High  School. 

This  committee  completed  its  work  in  time  for  most  of  the  annual  insti- 
tutes of  1894,  making  the  course  conform  to  the  new  law  relating  to  alcohol 
and  narcotics.  A  two  years'  higher  course  was  also  added  at  this  time.  This 
was  the  First  General  Revision  of  the  Course. 

Second  General  Revision  of  Course — 1897. 

At  the  December  meeting,  1895,  the  County  Superintendents'  Section  of  the 
State  Teachers'  Association  appointed  a  standing  committee  on*  the  revision  of 
the  State  Course  of  Study.  It  consisted  of  the  following  members  :  Hon.  S. 
M.  Inglis,  Superintendent  of  Public  Instruction ;  Prof.  James  Kirk,  Southern 
Illinois  State  Normal  LIniversity;  Prof.  E.  W.  Cavins,  Illinois  State  Normal 
University;  County  Superintendent  George  R.  Shawhan,  Champaign  County; 
County  Superintendent  J.  M.  Piper,  Ogle  county;  and  County  Superintendent 
W.  R.  Hatfield,  Pike  County.  During  the  following  year  this  committee  per- 
fected the  plans  and  collected  material  for  several  new  features. 

The  Second  General  Revision  of  the  Course  was  made  in  1897  under  the 
general  direction  of  the  following  persons,  then  constituting  the  standing  com- 
mittee on  State  Course  of  Study:  Hon.  S.  M.  Inglis,  Superintendent  of  Public 
Instruction;  George  R.  Shawhan,  County  Superintendent  of  Champaign  county; 
Prof.  James  Kirk,  of  the  Southern  Illinois  State  Normal  University;  W.  R. 
Hatfield,  County  Superintendent  of  Pike  county ;  President  John  W.  Cook,  of 
the  Illinois  State  Normal  University;  and  J.  M.  Piper,  County  Superintendent 
of  Ogle  county. 


10  HISTORICAL. 

In  1900  the  course  in  Agriculture,  prepared  by  the  Department  of  Agri- 
culture of  the  University  of  Illinois,  was  added  and  made  a  part  of  the  State 
Course. 

At  the  meeting  of  the  County  Superintendents  in  December,  1900,  it  was  de- 
cided to  increase  the  number  of  members  of  the  standing  committee  on  State 
Course  of  Study  from  six  to  eleven. 

Third  General  Revision  of  Course — 1903. 

The  third  general  revision  was  made  in  1903  under  the  general  direction  of 
the  following  persons,  then  constituting  the  standing  committee  on  State  Course 
of  Study:  Hon.  Alfred  Bayliss,  Superintendent  of  Public  Instruction;  Prof. 
James  Kirk,  of  the  Southern  Illinois  State  Normal  University;  George  R. 
Shawhan,  County  Superintendent  of  Champaign  county;  J.  M.  Piper,  County 
Superintendent  of  Ogle  county;  President  David  Felmley,  of  the  Illinois  State 
Normal  University;  President  L.  C.  Lord,  of  the  Eastern  Illinois  State  Normal 
School;  President  John  W.  Cook,  of  the  Northern  Illinois  State  Normal 
School ;  U.  J.  Hoffman,  County  Superintendent  of  LaSalle  county ;  C.  L. 
Gregory,  County  Superintendent  of  Mercer  county;  Mrs.  Hester  M.  Smith, 
County  Superintendent  of  Pulaski  county;  Royal  T.  Morgan,  County  Super- 
intendent of  DuPage  county. 

The  course  in  Household  Arts  was  added  at  this  time.  The  third  general 
revision  was  edited  by  George  R.  Shawhan  of  Champaign  county,  who  had 
been  actively  identified  with  the  plan  from  its  inception.  The  course  in  the 
History  of  Illinois  was  added  in  1906. 

Fourth  General  Revision  of  Course — 1907. 

The  fourth  general  revision  was  made  in  1907  under  the  general  direction 
of  the  following  persons  then  constituting  the  Standing  Committee  on  State 
Course  of  Study :  Hon.  F.  G.  Blair,  Superintendent  of  Public  Instruction ; 
President  David' Felmley,  Illinois  State  Normal  University;  President  Alfred 
Bayliss,  Western  Illinois  State  Normal  School;  Prof.  James  Kirk,  Southern 
Illinois  State  Normal  University;  President  John  W.  Cook,  Northern  Illinois 
State  Normal  School;  Miss  Cora  M.  Hamilton,  Western  Illinois  State  Norrnal 
School;  County  Superintendent  C.  H.  Root,  Grundy  county;  County  Superin- 
tendent George  W.  Brown,  Edgar  county;  County  Superintendent  Amos  D. 
Curran,  Kendall  county  and  County  Superintendent  Charles  Mcintosh,  Piatt 
county. 

The  following  additions  to  the  course  were  made  at  this  time:  Course  in 
Constructive  Work  for  primary  grades;  course  in  language  for  first  and 
second  grades ;  a  two-years'  high  school  course  outlined  by  months  for  use  in 
country  and  village  schools;  a  suggestive  three-years'  high  school  course  for 
smaller  high  schools ;  course  in  manual  training ;  suggestions  for  experiment  _ 
clubs.  This  edition  was  edited  by  Charles  Mcintosh,  County  Superintendent" 
of  Piatt  county. 

Fifth  General  Revision  of  Course — 1912. 

The  fifth  general  revision  was  made  in  1912.  In  the  fifth  revision,  the 
following  additions  were  made:  Course  in  Nature-Study  for  primary  and  in- 
termediate grades ;  course  in  Manual  Training  for  intermediate  grades ;  course 
in  Domestic  Science  for  the  grammar  grades.  A  fuller  application  of  the  prin- 
ciple of  correlation  was  attempted  than  in  any  former  edition  of  the  Course. 
The  fifth  general  revision  was  edited  by  County  Superintendent  Charles  Mc- 
intosh, of  Piatt  county. 

At  the  meeting  of  the  State  Teachers'  Association  in  December  1911,  the 
County  Superintendents'  Section  provided  that  hereafter  the  number  of  mem- 
bers of  the  Standing  Committee  on  State  Course  of  Study  should  be  thirteen, 
as  follows:  The  Superintendent  of  Public  Instruction;  a  member  of  the  faculty 
of  each  of  the  State  Normal  Schools ;  a  member  of  the  faculty  of  the  School 
of  Education,  University  of  Illinois ;  and  six  county  superintendents.  Following 
is  the  list  of  members  of  the  committee  under  whose  direction  the  fifth  general 
revision  was  made:    Hon.   F.   G.   Blair,   Superintendent  of   Public  Instruction, 


HISTORICAL.  II 

Springfield;  John  W.  Cook,  President  Northern  Illinois  State  Normal  School, 
DeKalb;  David  Felmley,  President  Illinois  State  Normal  University,  Normal; 
L.  C.  Lord,  President  Eastern  Illinois  State  Normal  School,  Charleston ;  Miss 
Cora  M.  Hamilton,  Western  Illinois  State  Normal  School,  Macomb;  H.  W. 
Shryock,  Southern  Illinois  Normal  University,  Carbondale;  W.  C.  Bagley,  Di- 
rector School  of  Education,  University  of  Illinois,  Urbana;  George  W.  Brown, 
Count}'-  Superintendent  Edgar  countj^  Paris ;  Cyrus  Grove,  County  Superin- 
tendent Stephenson  county,  Freeport ;  C.  H.  Root,  County  Superintendent  Grundy 
county,  Morris ;  W.  A.  Hough,  County  Superintendent  St.  Clair  county, 
Relleville;  R.  C.  Moore,  County  Superintendent  Macoupin  county,  Carlinville; 
Charles  Mcintosh,  County  Superintendent  Piatt  county,  Monticello. 
Sixth  General  Revision  of  Course — 1918. 

A  meeting  of  the  Standing  Committee  on  State  Course  of  Study  was  held 
in  Springfield  at  the  time  of  the  State  Teachers'  Association  in  December,  1916, 
to  consider  whether  the  time  had  come  to  make  another  general  revision  of 
the  course.  After  some  discussion,  the  chairman  of  the  committee  appointed 
a  sub-committee  of  five,  consisting  of  Dr.  L.  C.  Lord,  Charleston,  Chairman; 
President  David  Felmley,  Normal ;  County  Superintendent  C.  H.  Root,  Morris ; 
County  Superintendent  E.  C.  Pruitt,  Springfield;  and  County  Superintendent 
Charles  Mcintosh,  Monticello,  to  consider  further  the  matter  of  revision.  This 
sub-committee  met  in  June,  1917.  and  decided  that  the  revision  should  be 
begun  at  once.  The  chairman  of  the  general  committee  then  directed  the  sub- 
committee to  assume  executive  charge  of  the  work  of  revision.  The  persons 
to  write  the  various  outlines  were  then  selected  by  the  sub-committee.  Each 
contributor  was  asked  to  have  his  outline  ready  by  December,  1917.  At  a  meet- 
ing of  the  sub-committee  held  in  December,  1917,  Charles  Mcintosh  was  chosen 
as  editor  of  the  new  revision. 

To  meet  the  requirements  of  the  new  law.  a  course  in  Physical  Training 
was  included  in  the  sixth  general  revision. 

The  sixth  general  revision  was  made  under  the  direction  of  the  following 
persons : 

Hon.  F.  G  .Blair,  State  Superintendent,  Springfield. 

L.  C.  Lord,  President  Eastern  Illinois  State  Normal  School,  Charleston. 

David  Felmley,  President  Illinois  State  Normal  University,  Normal. 

John  W.  Cook,  President  Northern  Illinois  State  Normal  School,  DeKalb. 

H.  W.  Shryock,  Southern  Illinois  Normal  University,  Carbondale 

Miss  Cora  M.  Hamilton,  Western  Illinois  Normal  School,  Macomb. 

W.  W.  Charters,  School  of  Education,  University  of  Illinois,  Urbana. 

E.  C.  Pruitt,  County  Superintendent  Sangamon  county,  Springfield. 
C.  H.  Root,  County  Superintendent  Grundy  county,  Morris. 

F.  M.  Muhlig,  County  Superintendent  Will  county,  Joliet. 

Elmer  Van  Arsdall,  County  Superintendent  Richland  county,  Olney. 
Cyrus  S.  Grove,  County  Superintendent  Stephenson  county,  Freeport. 
Charles  Mcintosh,  County  Superintendent  Piatt  county,  Monticello. 


PREFACE. 

To  THE  County  Superintendents  of  Illinois  : 

The  Standing  Committee  appointed  by  you  to  revise  the  State  Course  of 
Study  herewith  lays  before  you  the  results  of  its  last  labors. 

It  has  endeavored  to  preserve  the  work  of  former  years,  and  to  make  such 
additions  and  improvements  as  time  and  experience  have  shown  to  be  neces- 
sary and  desirable.    The  general  plan  of  the  course  has  been  retained. 

To  Clyde  L.  Lyon  of  the  Northern  Illinois  State  Normal  School  we  owe  the 
revision  of  the  Reading;  to  S.  E.  Thomas  of  the  Eastern  Illinois  State  Normal 
School,  the  History  and  Government;  to  E.  H.  Taylor,  also  of  the  Eastern 
Illinois  State  Normal  School,  the  Number  and  Arithmetic;  to  Fanny  R. 
Jackson,  of  the  Western  Illinois  State  Normal  School  the  suggestions  for 
School  Libraries;  to  J.  E.  McGilvry  formerly  of  the  same  institution  the 
Morals  and  Manners;  to  Grace  E.  Jones  of  the  Southern  Illinois  Normal 
University  the  Domestic  Science;  to  Anna  M.  Blake  of  the  Illinois  State 
Normal  University,  the  Physiology;  to  Ethel  Oldaker.  the  Writing;  to  E.  W. 
Cavins,  the  Spelling  and  Orthography ;  to  F.  W.  Westhoff,  the  Music ;  to  Alice 
Jean  Patterson,  the  Nature-Study  Agriculture;  to  D.  C.  Ridgley,  the  Geography; 
to  Lydia  Clark,  the  Physical  Education;  all  of  the  same  institution;  to  John 
Calvin  Hanna,  State  High  School  Inspector,  the  High  School  Courses;  to  James 
H.  Greene  of  the  University  of  Illinois,  the  Boys'  and  Girls'  Club  Work;  to 
Laura  Van  Pappelendam,  of  the  Art  Institute,  Chicago,  the  Construction  Work; 
to  M.  F.  GleSson,  Supervisor  of  Drawing  and  Art  in  Joliet  Schools,  the 
Picture  Study. 

Belieying  that  the  American  common  school  is  one  of  the  most  potent 
factors  of  our  civilization  for  promoting  the  good  of  the  individual,  for  main- 
taining a  "government  by  the  people  and  for  the  people,"  and  for  building-up 
and  sustaining  a  pure  and  wholesome  society,  your  committee  submits  the  re- 
vision of  the  Course  of  Study  as  an  aid  to  the  great  work  the  schools  are 
doing  to  prepare  the  boys  and  girls  for  the  labors  of  life,  for  their  duties  as 
citizens,  and  for  upright  and  honorable  living. 

Hon.  F.  G.  Blair,  Superintendent  of  Public  Instruction. 

David  Felmley,  President  Illinois  State  Normal  University. 

L.  C.  Lord,  President  Eastern  Illinois  State  Normal  School. 

John  W.  Cook,  President  Northern  Illinois  State  Normal  School. 

H.  W.  Shryock,  President  Southern  Illinois  State  Normal  University. 

Cora  M.  Hamilton,  Western  Illinois  State  Normal  School. 

W.  W.  Charters,  School  of  Education,  University  of  Illinois. 

C.  H.  Root,  County  Superintendent  Grundy  County. 

E.  C.  Pruitt,  County  Superintendent  Sangamon  County. 

Cyrus  S.  Grove,  County  Superintendent  Stephenson  County. 

Elmer  Van  Arsdall,  County  Superintendent  Richland  County. 

F..M.  MuHLiG,  County  Superintendent  Will  County. 

Charles  McIntosh,  County  Superintendent  Piatt  County. 


INTRODUCTION. 


This  Course  of  Study  is  intended  for  the  use  of  teachers  and  pupils,  giving 
them  a  definite  idea  of  the  work  required  in  each  branch  and  of  the  best 
methods  for  doing  it.  It  should  be  studied  in  the  Annual  Institutes,  and  in 
local  teachers'  meetings  during  the  year.  A  special  investigation  of  school 
work  with  reference  to  the  adjustment  and  arrangement  of  its  various  parts, 
together  with  the  best  means  and  plans  for  doing  it,  will  prove  to  be  profes- 
sional study  of  the  highest  order.  The  teacher  who  knows  the  most  of  these 
matters  and  who  most  skillfully  adapts  them  to  his  daily  work  will  prove  to 
be  the  most  successful  in  his  calling.     Hence  the  aim  of  this  work  is: 

First — To  furnish,  as  a  basis  for  work,  to  superintendents,  teachers,  and 
directors,  an  outline  of  the  various  branches  required  by  law  to  be  taught  in  the 
schools  of  the  State,  arranged  in  the  several  grades,  in  accordance  with  estab- 
lished and  approved  methods. 

Second — To  advance  the  ptipil,  step  by  step,  through  his  school  life,  giv- 
ing him  credit  for  work  done,  and  thereby  lessening  the  evil  effects  of  a  too 
frequent  change  of  teachers. 

Third — To  unify  the  work  in  the  common  schools  of  the  state  by  fur- 
nishing the  basis  for  a  closer  and  more  effective  direction  and  supervision, 
and  for  comparing  by  means  of  examinations,  or  written  reviews,  the  re- 
sults in  the  different  schools. 

Fourth — To  enable  directors  and  parents  to  know  better  what  the  common 
schools  are  accomplishing  for  their  children  and  to  co-operate  with  teachers 
in  the  work. 

Individuality  of  the  Teacher. 

In  preparing  the  outline,  great  care  has  been  taken  not  to  encroach  upon 
the  individuality  of  the  teacher,  for  that  is  invaluable.  Except  in  the  most 
primary  work,  the  course  states  what  should  be  taught ;  to  the  individuality  of 
the  teacher  is  left  hoiv  to  teach  the  subject.  He  should  remember  that  he  is 
at  liberty  to  use  any  or  all  methods  at  his  command.  The  only  requirement  is 
that  he  do  the  work  well. 

The  State  Course  in  Rural  Schools. 

While  the  State  Course  of  Study  may  be  used  with  profit  in  any  of  the 
common  schools  of  the  State,  it  has  been  arranged  with  special  reference  to 
the  needs  of  the  rural  schools.  In  making  the  course,  the  conditions  as  they  exist 
in  rural  schools  have  been  kept  constantly  in  mind  and  much  time  and  effort 
have  been  spent  in  an  attempt  to  get  the  most  profitable  course  possible  for 
them.  The  experience  of  county  superintendents  and  rural  teachers  in  using 
former  editions  of  this  course  has  been  sought,  and  their  advice  and  sug- 
gestions obtained  as  to  desirable  changes  and  additions. 

The  rural  schools  need  a  fixed  and  definite  course  of  study.  Many  rural 
pupils  move  about  from  one  school  to  another.  The  moving  is  usually  done 
in  February  or  March,  at  a  time  when  the  interest  in  the  school  is  at  its  highest 
point.  Teachers  are  frequently  changed.  Many  of  the  teachers  are  young  and 
inexperienced.  Frequently  they  are  without  Normal  training.  Possibly  they 
have  never  attended  a  rural  school  themselves.  Without  some  unifying  agency, 
without  a  definite  course  of  study,  without  a  plan  of  organization  pretty  defi- 
nitely worked  out,  the  schools  are  in  a  chaotic  condition,  and  much  of  the 
time  and  energj'-  of  the  pupils  are  wasted.  The  State  Course  of  Study  seeks 
to  unify  the  school  work  of  the  State  by  presenting  a  definite  plan  and  a  defi- 
nite outline  of  work  for  the  common  schools. 

Organization  of  a  Rural  School.  ' 

If  Ave  would  do  effective  work  in  the  rural  school,  it  is  very  necessary  that 
the  school  be  well  organized.  Not  only  should  the  pupils  be  attempting  work 
that  they  are  fitted  by  ability  and  previous  training  to  do,  but  they  should  be 
organized  into  classes  in  such  a  way  that  there  may  be  the   fewest  possible 


14  INTRODUCTION. 

number  of  classes  consistent  with  the  best  interests  of  the  school.  In  order 
to  reduce  the  number  of  classes  which  it  is  necessary  to  have  a  plan  of  altera 
nation  was  worked  out  by  George  R.  Shawhan,  who  was  for  more  than  twenty 
years  county  superintendent  of  Champaign  county  and  who  has  done  a  great 
deal  to  improve  the  rural  school  work  of  the  State. 

Alternation. 
Alternation  is  the  systematic  and  regular  union  of  two  grades  of  pupils  on 
consecutive  years  of  work,  both  grades  doing  the  work  of  one  year  in  one  class, 
while  the  other  year's  work  is  entirely  omitted.  The  next  year,  the  work 
omitted  is  taken  up  and  the  first  year's  work  dropped.  By  this  plan,  each  pupil 
does  all  the  work  in  the  course,  but  not  in  the  same  order,  while  the  number 
of  classes  is  greatly  diminished.  It  often  happens  that  the  classes  in  country 
schools  are  small.  If  the  class  is  very  small,  it  is  hard  to  maintain  the  proper 
degree  of  interest,  and  to  get  work  of  the  right  character  done.  The  plan 
of  alternation  increases  the  number  of  pupils  in  the  class  and  makes  the  work 
more  interesting  to  them.  Each  pupil  will  do  better  work,  because  each  is 
anxious  that  his  work  shall  compare  favorably  with  that  of  the  other  members 
of  the  class.  Some  object  to  the  plan  of  alternation  because  it  puts  children  of 
different  ages  and  different  degrees  of  development  in  the  same  class.  In 
many  cases,  this  is  a  benefit,  rather  than  an  injury.  The  younger  pupils  get 
a  wider  view  of  the  subject  by  being  in  a  class  with  older  ones.  Although 
their  work  may  not  be  characterized  by  the  same  maturity  as  that  of  the  older 
ones,  they  get  the  essential  things  in  the  lesson  and  gain  inspiration  by  the 
better  work  of  their  elders.  The  assistance  that  the  older  pupils  give  the 
younger  ones  in  the  recitation  helps  to  make  the  subject  matter  clearer  to  them. 
The  plan  of  alternation  has  been  thoroughly  tested.  It  has  been  used  in 
thousands  of  schools  in  all  parts  of  the  State,  and  there  is  no  doubt  that  the 
plan  is  entirely  practicable.  Its  use  has  made  possible  much  greater  efficiency 
in  rural  school  work.  The  extent  to  which  alternation  should  be  carried  in  any 
particular  school  depends  upon  the  size  of  the  school  and  the  size  of  the  classes. 
The  combining  of  classes  in  country  schools  is  not  recommended  in  cases 
where  it  makes  the  class  thus  formed  contain  fourteen  or  more  pupils.  If  the 
school  is  small,  and  the  classes  when  combined  do  not  exceed  five  or  six  pupils 
each,  alternation  may  be  used  to  decrease  the  number  of  classes  almost  one- 
half.  This  course  has  been  so  planned  that  the  ninth  and  tenth  years'  work 
can  be  alternated  in  everything  except  algebra;  the  seventh  and  eighth  years' 
work  can  be  alternated  in  everything  except  grammar;  the  fifth  and  sixth  years' 
work  can  be  alternated  in  everything;  the  third  and  fourth  years'  work  can 
be  alternated  in  everything  except  arithmetic;  and  the  first  and  second  years' 
work  can  be  alternated  in  language  and  nature  study.  In  small  country  schools 
it  is  recommended  that  the  plan  of  alternation  be  carried  out  to  the  extent 
above  given.  This  makes  it  possible  to  give  much  more  time  to  the  classes  it 
is  necessary  to  have,  and  so  make  it  possible  to  do  more  efficient  work. 

How  Alternation  Works  Out. 

A  child  that  starts  to  school  in  September  1918,  and  is  a  normal  child,,"' 
able  to  advance  a  grade  each  year,  will  take  the  work  of  the  State  Course  of 
Study  in  the  following  order:  1918-19,  First  Year;  1919-20,  Second  Year;  ' 
1920-21,  Third  Year;  1921-22,  Fourth  Year;  1922-23,  Fifth  Year;  1923-24, 
Sixth  Year;  1924-25,  Seventh  Year;  1925-26,  Eighth  Year;  1926-27,  Ninth  Year; 
1927-28,  Tenth  Year.  That  is,  all  pupils  who  start  to  school  in  September  of 
the  even  numbered  years,  will  take  the  work  in  exactly  the  same  order  it 
comes  in  the  course,  providing  however,  they  are  able  to  do  a  year's  work 
each  year. 

A  child  that  starts  to  school  in  September  1919,  will  take  the  work  in  the 
course  in  the  following  order :  1919-20,  First  Year,  except  in  language  and 
nature-study,  and  Second  Year's  work  in  these;  1920-21,  Second  Year,  except 
in  language  and  nature-study,  and  First  Year's  work  in  these;  1921-22,  Fourth 
Year,  except  arithmetic,  and  Third  Year  arithmetic;  1922-23,  Third  Year,  except 
arithmetic,   and   Fourth  Year  arithmetic;    1923-24,    Sixth   Year;    1924-25,   Fifth 


INTRODUCTION.  IS 

Year;  1925-26,  Eighth  Year,  except  grammar,  and  Seventh  Year  grammar; 
1926-27,  Seventh  year,  except  grammar,  and  Eighth  Year  grammar;  1927-28, 
Tenth  Year,  except  geometry  and  Ninth  Year  algebra;  1928-29,  Ninth  Year, 
except  algebra,  and  Tenth  Year  geometry.  A  pupil  who  starts  to  school  m 
September,  1921,  1923  or  any  odd  numbered  year  will  take  the  work  in  the 
same  order.  That  is  all  pupils  who  start  to  school  in  September  of  the  odd 
numbered  years  for  the  most  part  take  the  even  numbered  years'  work  before 
the  odd  numbered  year's  work. 

Classes  to  be  Organized  in  September  of  Even  Numbered  Years. 
The  following  shows  the  classes  to  be  organized  in  September  of  the  even 
numbered  years,  1918,  1920,  1922,  etc. : 
First  year  in  everything. 
Second  year  reading,  spelling  and  number. 
Third  year  in  everything. 
Fourth  year  arithmetic. 
Fifth  year  in  everything. 
Seventh  year  in  everything. 
Eighth  year  grammar. 
Ninth  year  in  everything. 
Tenth  year  geometry. 
Classes  to  be  Omitted  in  September  of  Even  Numbered  Years. 
The  following  classes  will  be  omitted  in  September  of  even  numbered  years: 
Second  j'ear  language  and  nature-study. 
All  fourth  year  classes  except  arithmetic. 
All  sixth  year  classes. 
All  eighth  year  classes  except  grammar. 
All  tenth  year  classes  except  geometry. 
Classes  to  be  Organized  in  September  of  Odd  Numbered  Years. 
The    following   shows   the   classes   to  be   organized   in   accordance   with   the 
above  scheme  of  alternation  in  September  of  odd  numbered  years : 
First  year  reading,  spelling  and  number. 
Second  year  in  everything.  • 

Third  year  arithmetic. 
Fourth  year  in  everything. 
Sixth  year  in  everything. 
Seventh  year  grammar. 
Eighth  year  in  everything. 
Ninth  year  algebra. 
Tenth  year  in  everything. 
Classes  to  be  Omitted  in  September  of  Odd  Numbered  Years. 
The  following  classes  will  be  omitted  in  September  of  odd  numbered  years : 
First  year  language  and  nature-study. 
All  third  year  classes  except  arithmetic. 
All  fifth  year  classes. 
All  seventh  year  classes  except  grammar. 
All  ninth  year  classes  except  algebra. 

The  School  Program. 
Good  school  work  requires  that  pupils,  especially  the  younger  ones,  prepare 
their  work  at  stated  times.  A  regular  time  for  preparing  lessons  enables  the 
teacher  to  know  whether  each  pupil  has  made  the  necessary  effort  to  get  the 
work.  It  is  also  a  guide  to  the  assignment.  When  teacher  and  pupil  know 
what  the  pupil  is  to  do  at  his  seat,  and  when  the  teacher  insists  that  the  pupil 
does  that  thing,  the  problem  of  discipline  is  solved.  If  the  pupils  at  the  seats 
are  busy,  the  teacher  can  give  his  undivided  effort  to  the  recitation  before  him. 
The  work  that  the  pupil  does  at  his  seat  is  very  important,  hence  there  should 
be  a  definite  program  of  study  as  well  as  a  definite  program  of  recitations. 
For  suggestive  program,  see  pages  16  and  17. 


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NOTES  ON  THE  PROGRAMS. 


1.  The  programs  given  in  this  Course  are  suggestive.  Study  them  closely, 
and  adapt  them  to  the  needs  of  your  school. 

2.  Every  child  in  the  country  school  spends  more  time  at  his  seat  pre- 
paring for  the  recitation  than  he  does  in  the  recitation,  hence  it  is  very  neces- 
sary that  he  spend  the  time  at  his  seat  profitably.  There  should  be  a  definite 
Program  of  Study,  as  well  as  a  definite  Program  of  Recitations. 

The  Study  Program  shows  what  each  child  should  be  doing  at  his  seat. 
The  indicates  a  recitation  at  that  time. 

3.  For  pupils  in  the  fifth,  sixth,  seventh  and  eighth  years,  the  program  is 
so  arranged  that  preparation  of  the  new  assignment  is  made  immediately  after 
the  recitation.  The  investigations  made  by  Dr.  Whipple  of  the  University  of 
Illinois  and  the  experience  of  many  teachers  prove  conclusively  that  this  plan 
gives  the  best  permanent  results.  The  plan  is  used  to  a  limited  extent  in  the 
third  and  fourth  years. 

4.  These  programs  provide  for  every  class  in  the  common  school  branches 
that  it  is  necessary  to  have  in  any  country  school  that  employs  the  plan  of  alter- 
nation to  the  extent  given  on  page  9.  In  making  a  program  for  your  school. 
draw  a  line  through  the  recitations  you  will  not  need  to  have,  and  re-arrange 
your  program  accordingly. 

5.  It  is  recommended  that  all  seventh  and  eighth  year  pupils  spend  an 
hour  a  day  outside  of  school  in  preparing  their  lessons. 

6.  The  third  and  fourth  year  classes  in  reading  may  be  combined  by  using 
a  third  reader  of  one  series  one  year  and  a  third  reader  of  another  series  the 
next  year.  In  this  way,  all  classes  will  read  two  third  readers.  The  fifth  and 
sixth  year  classes  in  reading  may  be  combined  in  the  same  way.  Use  a  fourth 
reader  of  one  series  with  your  fifth  year  class  and  a  fourth  reader  of  another 
series  with  your  sixth  year  class. 

7.  For  years  one  to  six,  the  Nature-Study  work  includes  physiology,  hence 
it  is  not  necessary  to  arrange  a  special  class  in  physiology  in  any  of  these 
years,  and  no  separate  place  is  provided  on  the  suggested  programs.  Since 
some  of  the  materials  for  the  language  work  in  each  of  these  grades  may  well 
be  drawn  from  the  Nature-Study  work,  it  is  suggested  that  the  recitations  in 
these  subjects  be  alternated.  On  Monday,  Wednesday  and  Friday  of  each 
week  teach  the  work  outlined  in  this  course  under  language;  and  on  Tuesday 
and  Thursday  of  each  week,  at  the  same  time  that  language  is  taught  on  other 
days,  teach  the  work  outlined  under  Nature-Study.  This  applies  to  years  one 
to  six  inclusive. 

8.  The  general  exercises  include  music,  morals  and  manners  and  agri- 
culture. On  Monday,  Wednesday  and  Friday  of  each  week,  the  first  period 
after  noon  teach  the  work  outlined  under  Agriculture;  on  Tuesday  of  each 
week  at  the  same  time  teach  the  work  outlined  under  Music ;  and  on  Thursday 
of  each  week  at  same  time,  teach  the  work  outlined  under  Morals  and  Manners. 

9.  Work  in  Household  Arts.  A  course  in  sewing  is  outlined  for  the  fifth 
and  sixth  years,  and  a  course  in  cooking  for  the  seventh  and  eighth  year^. 
It  is  recommended  that  two  periods  of  75  minutes  each  be  given  to  this  work 
each  month,  using  the  time  after  recess  in  the  afternoon  of  the  first  and  third 
Fridays  of  each  month. 

10.  The  physiology  work  for  the  seventh  and  eighth  years  is  to  be  con- 
tinued but  four  months  when  the  physiology  is  to"  be  dropped.  Organize  a 
class  in  Civics  to  recite  at  same  time  that  the  physiology  class  was  conducted. 


WRITTEN  REVIEWS  AND  EXAMINATIONS. 


Monthly  Examinations. 

The  supervision  of  rural  schools  must  be  conducted  in  a  very  different 
manner  from  that  of  city  schools  where  the  superintendent  can  see  the  work 
of  each  teacher  frequently.  At  best,  the  county  superintendent  can  see  the 
work  of  each  teacher  but  two  or  three  times  a  year,  and  he  must  use  other  means 
than  his  personal  visit  to  direct  the  work  of  the  schools,  and  to  keep_  in  touch 
with  them  and  to  keep  them  in  touch  with  him.  One  of  the  most  important 
means  at  his  command  is  the  Monthly  Review  (Bi-monthly  in  some  counties) 
on  questions  sent  out  from  his  office.  No  matter  what  may  be  our  views  on 
the  matter  of  examinations  held  at  the  close  of  the  year  for  promotions,  prac- 
tically every  one  connected  with  rural  schools  believes  there  is  a  place  for  the 
regular  written  review. 

First,  it  furnishes  the  inexperienced  teacher  a  standard  of  what  the  pupils 
in  each  class  should  accomplish  each  month,  and  shows  her  what  the  pupils 
in  each  class  should  know  of  the  work  gone  over. 

Second,  it  helps  the  pupils  to  master  the  essentials  of  the  month's  work. 

Third,  it  suggests  methods  of  presenting  the  work. 

Fourth,  it  gives  the  pupils  an  opportunity  of  expressing  their  thoughts  in 
writing. 

Fifth,  it  helps  the  teacher  to  discover  what  parts  of  the  month's  work  have 
not  been  well  understood,  and  what  phases  of  the  work  need  especial  attention 
in  the  future. 

It  should  not  be  a  day  lost  for  the  younger  pupils.  That  the  teacher  may 
have  a  chance  to  examine  the  primary  pupils,  and  so  make  the  day  a  profitable 
one  for  them,  and  that  she  may  see  that  the  examination  is  conducted  properly, 
she  should  not  be  required  to  copy  the  questions  for  the  entire  school  upon  the 
blackboard.  For  all  classes  above  the  fourth  year,  printed  question  slips  should 
be  provided.  On  one  slip  can  be  printed  the  questions  for  the  fifth  or  sixth 
year;  on  another,  the  questions  for  the  seventh  or  eighth  year;  and  on  an- 
other, the  questions  for  the  ninth  or  tenth  year.  For  convenience  in  mailing 
and  economy  in  postage,  these  slips  should  be  printed  on  thin  (onion  skin) 
paper.  Enough  copies  of  these  slips  should  be  mailed  each  teacher  in  ample 
time  for  the  examination.  The  envelope  containing  the  printed  questions  should 
be  opened  by  a  committee  of  three  pupils  on  the  morning  of  the  examination. 
The  question  slips  for  the  classes  above  the  fourth  year  can  be  passed  to  them 
and  these  pupils  can  commence  on  their  work  at  once.  The  teacher  can  oversee 
the  work,  and  can  give  attention  to  the  primary  pupils.  The  teacher  should  mark 
the  monthly  examination  papers  as  soon  after  the  examination  as  possible.  She 
should  take  some  time  to  go  over  these  papers  in  the  class,  showing  each  pupil 
his  mistakes,  clearing  up  misunderstandings,  and  giving  correct  and  satisfactory 
answers  to  the  questions  used  on  the  examination.  It  is  only  when  this  is  done 
that  the  examination  accomplishes  what  it  should.  A  monthly  report  card 
should  be  enclosed  in  each  envelope  which  the  teacher  should  fill  out  promptly 
and  return  to  the  county  superintendent.  This  report  aids  the  county  super- 
intendent greatly  in  keeping  in  touch  with  each  school. 

The  following  article  on  the  purpose  of  examinations  in  our  educational 
system  was  written  specially  for  the  Illinois  State  Course  of  Study  by  Dr.  W. 
C.  Bagley,  formerly  Director  School  of  Education,  University  of  Illinois,  and 
member  of  the  Standing  Committee  on  State  Course  of  Study,  now  doing  re- 
search work  in  Education  for  the  Russell  Sage  Foundation  and  Columbia 
University. 

Useful  Purpose  Served  by  an  Examination  System. 

It  is  a  good  rule  in  educational  work  (and  perhaps  elsewhere)  always  to 
place  the  burden  of  proof  upon  those  who  advocate  following  the  lines  of 
least  resistance.    This  is  the  policy  that  I  should  adopt  with  reference  to  formal 


20  INTRODUCTION. 

examinations.  These  exercises  are  frequently  irksome,  both  to  teacher  and 
to  pupil ;  they  may  loom  altogether  too  large  upon  the  school  horizon,  causing 
pupils  to  worry,  and  tempting  teachers  to  '"nag" ;  they  may  over  emphasize  a 
kind  of  efficiency  which  counts  for  little  in  "real  life",  and  they  may  under 
emphasize  the  factors  of  initiative,  originality,  and  practical  judgment  which 
count  for  much.  But  after  all  has  been  said  against  the  examination  system, 
one  cannot  deny  that  it  does  accomplish  something  worth  while,  and  some- 
thing that  n©  one  has  yet  discovered  how  to  accomplish  in  a  pleasanter  way. 

The  useful  purposes  that  an  examination  system  may  fulfill  can  be  sum- 
marized as  follows : 

I.  The  examination  provides  a  stimulus  for  reviewing  and  organizing  the 
materials  which  have  been  "taught"  during  the  term  or  during  the  year.  If  we 
wish  these  materials  to  be  remembered  and  recalled,  we  must  take  pains  to 
organize  them  in  a  logical  way.  This  can  be  done  in  part  when  they  are  first 
presented,  but  it  is  generally  agreed  that  the  initial  presentation,  however  ef- 
fective it  may  be,  is  not  sufficient.  In  fact,  if  the  teacher  has  made  an  ex- 
cellent initial  presentation,  he  should  be  all  the  more  anxious  to  insure  its 
permanent  benefits  through  a  carefully  planned  review, — or  better  through 
several  reviews.  Psychological  investigation  has  clearly  demonstrated  that 
every  repetition  will  serve  to  make  our  knowledge  more  stable  and  more  readily 
available  in  case  we  need  to  revive  and  apply  it.  As  the  work  of  the  term 
proceeds,  each  topic  should  be  reviewed  when  completed,  and  at  the  close  of 
the  term  a  general  review  should  be  provided.  The  anticipation  of  the  formal 
examination  serves,  then,  as  a  stimulus  for  concentrating  attention  upon  the 
rci'iezv  process.  Pupils  may  be  made  to  feel  this  stimulus  without  at  the  same 
time  letting  them  worry  unduly  over  the  examination.  Teachers  who  are  held 
responsible  for  the  results  of  the  examination  will  not  neglect  the  review  pro- 
cess, as  they  might  otherwise  be  tempted  to  do ;  at  the  same  time,  they  should 
be  very  careful  not  to  make  the  examination  a  bug-bear. 

2.  In  the  second  place,  the  examination  is  in  itself  a  review-exercise  of 
no  slight  value.  As  we  have  said,  every  repetition  adds  to  the  stability  and 
worth  of  the  facts  and  principles  repeated,  especially  when  we  not  only  repeat, 
but  also  organize  our  knowledge.  If  the  examination  questions  are  carefully 
framed,  they  compel  not  only  a  repetition  but  also  an  organization  of  materials. 
The  formal  character  of  the  examination  is  especially  important  in  this  con- 
nection. The  fact  that  it  is  of  rather  critical  importance  impels  the  individual 
to  exert  himself  to  the  utmost.  One  cannot  work  under  high  pressure  at  all 
times,  but  an  occasional  stimulus  to  extreme  efifort  is  not  at  all  to  be  deplored. 
Every  pupil  should  know  what  intense  concentration  means,  and  what  can  be 
done  under  such  conditions. 

3.  In  the  third  place,  the  examination  is  of  some  value  as  a  test  of  the 
efficiency  of  the  teaching.  This  statement  is  qualified  because  it  is  very  easy 
to  overestimate  the  importance  of  examinations  from  this  point  of  .view. 
There  is  a  thoroughly  reprehensible  type  of  teaching  that  may  appear  to  be 
very  successful  when  measured  by  the  examination  standard.  This  sort  of 
teaching  simply  drills  on  old  examination  questions  until  a  large  number  of 
possible  answers  are  made  automatic  with  all  of  the  pupils.  Needless  to  say, 
this  is  an  abuse  of  the  examination  system,  and  is  due  tn  a  false  perspective 
upon  the  part  of  the  teacher.  Whenever  the  examination  is  looked  upon  as  an 
end  in  itself  rather  than  as  a  means  to  an  end,  this  abuse  is  likely  to  follow. 
The  danger  should  be  counteracted  (i)  by  insuring  a  proper  appreciation  by 
the  teacher  of  the  function  of  examinations,  and  (2)  by  making  certain  that 
the  examination  questions  do  not  assume  a  stereotyped  form. 

4.  Finally,  the  examination  may  be  looked  upon  by  the  pupil  as  a  partial 
test  of  his  own  efficiency  in  school  work.  In  how  far  it  should  be  used  as  a 
measure  of  efficiency  will  dififer  with  different  subjects  of  study  and  with  dif- 
ferent stages  of  growth  and  mental  development.  It  would  be  unfair,  for  ex- 
ample, to  make  much  of  a  written  examination  in  subjects  like  manual  train- 
Aig,    drawing,    or    music;    the    formal    examination    here    should    rather    em- 


INTRODUCTION.  21 

phasize  the  type  of  expression  which  each  of  the  subjects  involves.  Again, 
it  would  be  unfair  to  make  the  written  examination  a  test  of  efficiency  among 
children  who  still  have  difficulty  in  writing,  Some  individuals,  indeed,  are 
always  at  a  disadvantage  because  of  an  inherent  deficiency  in  written  expres- 
sion. In  such  cases,  individual  oral  examinations  might  profitably  replace  in 
part  the  written  tests. 

Suggestions  for  Examinations. 
Some  of  the  dangers  involved  in  the  examination  system  have  already  been 
referred  to.     These  and  other  disadvantages  may  be  in  some  measure  counter- 
acted by  keeping  in  mind  the  following  principles : 

1.  Formal  examinations  should  be  preceded  by  thoroughgoing  reviews. 

2.  Formal  examinations  should  not  be  given  frequently,  although  an  in- 
formal "test"  may  profitably  come  at  the  termination  of  every  important  unit 
of  subject-matter. 

3.  In  both  test  and  formal  examinations,  questions  should  aim  to  de- 
termine not  only  the  memory  for  facts  and  principles,  but  also  the  ability  of 
the  pupil  to  apply  or  use  facts  and  principles  in  new  ways.  It  is  a  good  plan 
to  ask  at  least  one  "thought"  question  to  every  two  "memory"  questions. 

4.  Examinations  should  not  be  made  a  significant  part  of  the  school  pro- 
gram prior  to  the  fourth  grade. 

5.  It  is  best  for  the  beginning  teacher  to  ask  a  more  experienced  teacher 
to  prepare  sets  of  examination  questions  covering  the  work  done  in  each  sub- 
ject. In  this  way,  many  of  the  misplacements  of  emphasis  inevitable  in  one 
beginning  school. work  may  be  counteracted.  Any  teacher  should  welcome  an 
examination  of  his  or  her  pupils  by  the  superintendent.  Nothing  will  reveal 
more  clearly  the  points  of  strength  and  weakness  in  one's  work. 

6.  The  greatest  care  should  be  exercised  lest  nervous  pupils  worry  un- 
duly over  examinations.  These  pupils  usually  have  the  least  need  to  worry 
It  is  probably  well  never  to  let  "passing"  depend  exclusively  upon  an  examin- 
ation test.  It  is  also  poor  practice  to  hold  the  examination  before  the  pupils 
during  term-time  as  a  "bogey"  through  the  fear  of  which  extra  effort  may  be 
secured. 

7.  As  a  rule,  all  pupils  should  be  subjected  to  the  formal  examinations. 
While  there  is  some  advantage  in  excusing  from  the  final  examination  pupils 
who  attain  a  certain  average  grade  in  the  regular  work  of  the  term,  the  prac- 
tice is  to  be  questioned  for  two  reasons:  (i)  It  places  the  examination  in  a 
wrong  light,  making  it  appear  as  a  punishment  rather  than  as  a  legitimate  and 
valuable  school  exercise;  and  (2)  it  deprives  the  brighter  pupils  of  the 
"right"  to  a  stimulus  from  which  they  may  derive  the  greatest  benefit. 

8.  It  should,  however,  be  possible  to  relieve  from  the  worries  of  exam- 
ination girls  who  are  passing  through  the  physical  crisis  of  adolescence.  Just 
how  a  rule  of  this  sort  could  be  justly  and  equitably  administered  is  a  problem 
that,  so  far  as  I  know,  has  never  been  satisfactorily  solved.  Certainly  the 
policy  here  must  be  one  of  individual  treatment,  and  should  be  frankly  ac- 
cepted as  a  necessary  deviation  from  an  otherwise  inflexible  rule. 

Central  Reviews — Why  Held;  How  Conducted. 

In  many  country  schools  the  advanced  class  is  small,  and  the  pupils  do  not 
have  the  same  enthusiasm  nor  the  same  incentives  to  study  that  they  do  in 
larger  schools.  Young  and  inexperienced  teachers  do  not  always  know  what 
to  expect  from  their  advanced  pupils,  nor  where  the  emphasis  should  be  placed 
in  their  work.  In  order  to  stimulate  both  teachers  and  pupils  to  worthy  efforts 
and  to  direct  properly  their  work  Central  reviews  should  be  conducted  in  each 
county.  These  reviews  should  be  conducted  by  the  county  superintendent  in 
person,  or  by  his  assistant,  to  help  point  out  to  the  teachers  and  pupils  what  are 
the  most  vital  things  in  the  year's  wx)rk,  to  help  each  pupil  discover  what  parts 
of  the  work  gone  over  have  not  been  mastered  as  well  as  they  should  be,  and 
to  encourage  each  pupil  to  make  a  careful,  thorough  and  systematic  review  of 


22  INTRODUCTION. 

the  entire  year's  work,  so  that  it  may  be  better  organized  in  his  mind,  and  there- 
fore more  meaningful  and  useful  to  him. 

The  central  reviews  should  be  held  at  convenient  places  in  different  parts 
of  the  county  in  March  or  April. 

Final  Examination. 

In  order  to  stimulate  pupils  and  teachers  to  do  their  best  work,  there  must 
be  some  way  of  comparing  the  work  done  in  the  different  schools.  The  best 
way  yet  found  to  test  the  work  and  progress  of  the  advanced  class  is  by  means 
of  the  final  examination  conducted  under  the  direction  of  the  county  superin- 
tendent of  schools.  Not  only  does  the  final  examination  furnish  a  fairly  reliable 
measure  of  the  industry,  application  and  knowledge  of  the  advanced  pupils, 
but  it  furnishes  an  insight  into  the  interest,  skill,  energy  and  management  of 
the  teacher.  If  a  teacher  is  really  interested  in  her  school,  she  will  commence 
preparation  for  the  final  examination  the  first  day  of  school.  It  will  not  be  a 
preparation  of  cramming  (making  an  appeal  to  the  verbal  memory  only)  but, 
it  will  be  an  earnest,  persistent,  systematic,  intelligent  effort  to  have  pupils  get 
exact  knowledge  of  the  studies  pursued,  and  to  get  a  clear  understanding  of 
the  principles  involved  in  those  studies.  Such  a  teacher  will  always  have  some 
results  to  show  for  her  work  at  the  end  of  the  year.  Parents  have  a  right  to 
expect  these  results.  Pupils  should  have  a  greater  fund  of  knowledge  and  rnore 
mental  power  at  the  end  of  the  year  than  at  the  beginning.  Parents  have  a  right 
to  expect  that  a  reasonable  per  cent  of  pupils  in  each  grade  should  have  com- 
pleted satisfactorily  the  year's  work  at  the  end  of  the  term.  Where  such  is  not 
the  case,  the  parents  should  inquire  the  cause,  and  seek  the  remedy.  The  final 
examination,  properly  used,  furnishes  an  incentive  for  more  ^nd  better  work 
and  therefore  helps  to  get  better  results. 

Diplomas. 

The  pupil  should  receive  a  certificate  showing  his  grade  and  rank  in  the 
class.  In  case  certain  requirements  are  met,  it  should  be  considered  that  the 
pupil  has  satisfactorily  completed  the  year's  work.  When  the  pupil  has  com- 
pleted the  seventh  and  eighth  years'  work,  he  should  receive  a  common  school 
diploma,  and  when  he  has  completed  the  ninth  and  tenth  years'  work,  he  should 
receive  a  higher  course  diploma.  In  many  counties,  the  common  school  diploma 
will  admit  the  holder  to  any  of  the  county  high  schools  without  further  exam- 
ination, and  the  work  should  be  brought  up  to  such  a  standard  that  this  will 
be  done  in  every  county. 

County  Commencement  Exercises. 

The  pupils  should  be  awarded  their  diplomas  at  the  county  commencement 
exercises.  The  plan  of  holding  these  exercises  varies  in  different  counties. 
In  some,  the  higher  course  pupils  prepare  and  deliver  essays  as  is  done  in  the 
case  of  many  high  school  commencement  exercises.  The  pupils  are  so  grouped 
that  there  will  be  eight  or  ten  graduates  at  each  place.  In  other  counties,  a 
speaker  is  obtained,  and  the  exercises  for  the  entire  county  are  held  at  the 
county  seat,  or  other  convenient  place.  Those  entitled  to  common  school  di- 
plomas are  awarded  them  at  this  time. 

Classification  Register. 

Everv  school  should  have  a  classification  register.  Before  closing  her 
school  for  the  term,  the  teacher  should  record  in  this  the  name  of  every  pupil 
in  the  school,  the  year's  work  he  took  that  year,  the  generat  character  of  his 
work  and  the  vear's  work  he  should  take  next  year.  It  should  show  what  has 
been  done  in  each  class  that  vear,  and  any  other  information  about  the  school 
that  a  new  teacher  taking  charge  of  the  school  should  know.  It  should  con- 
tain the  program  of  study  and  recitation  followed  that  year. 

The  classification  register  is  essential  to  the  supervision  of  the  country 
schools  by  the  county  superintendent,  hence  that  official  should  furnish  one  to 
each  of  the  schools.  The  money  spent  for  these  registers  is  a  leguimate  office 
expense  and  should  be  paid  by  the  county  board 


INTRODUCTION.  23 

The  School  Library. 

In  order  to  do  the  best  work  with  this  Course  of  Study,  libraries  for  read- 
ing and  reference  are  essential.  Unless  the  pupils  have  the  power  of  easy  and 
rapid  reading,  progress  is  necessarily  slow.  When  the  pupil  enters  the  gram- 
mar grades  he  should  be  able  to  read  and  understand  the  language  used  i.i  the 
common  text-books.  To  attain  this  power  he  must  read  thoughtfully  many 
books  while  in  the  primary  and  intermediate  grades.  To  serve  as  a  guide  to 
teachers  on  this  point,  lists  of  suitable  books  are  given  throughout  the  course 
on  reading.  Books  of  reference  are  of  little  value  to  a  poor  reader,  but  to  a 
good  reader  all  knowledge  is  accessible.  For  these  reasons  a  library  selected 
to  give  pleasure  to  the  child  as  well  as  profit  should  be  in  every  school.  The 
Pupils'  Reading  Circle  has  a  long  list  of  books,  carefully  selected  and  arranged 
by  grades.     These  are  well  suited  for  school  libraries. 

Many  books  of  the  list  of  three  hundred  supplement  the  work  in  geog- 
raphy, history,  and  nature-study.  Others  are  interesting  and  have  a  wholesome 
educational  and  moral  value,  just  such  books  as  children  enjoy  for  home  read- 
ing. The  price  is  less  than  the  retail.  In  the  back  of  this  course  will  be  found 
a  complete  list  of  books  in  the  Pupils'  Reading  Circle  from  1894  to  1919;  also 
a  list  of  textbooks  and  reference  books  recommended  by  the  persons  who  pre- 
pared the  outlines  for  this  course.  These  lists  have  been  made  out  very  care- 
fully and  can  be  relied  upon.     (See  Table  of  Contents.) 

Patrons'  Day. 

Every  school  should  have  a  day  or  half  day  set  apart  for  the  exhibition  to 
parents  and  visitors  of  its  best  work.  The  people  of  the  district  furnish  the 
money  to  support  the  school  and  they  have, a  right  to  see  and  to  know  what 
the  results  are.  Historical  papers,  analysis  of  sentences,  maps,  arithmetical 
solutions,  examination  papers  of  all  kinds,  drawings,  specimens  of  plants  and 
animals,  home-made  apparatus  to  illustrate  physics,  lists  ot  spelling,  of  dia- 
critical markings,  all  of  these  and  more  in  an  infinite  variety,  can  be  arranged 
on  the  walls,  on  the  blackboard,  on  the  desks,  and  displayed  for  the  inspection 
of  visitors.  Good  work  done  during  the  year  can  be  preserved  for  this  day 
Any  teacher  who  can  in  this  practical  and  real  way  show  his  patrons  the  honest 
results  of  his  labors  can  not  fail  to  secure  their  esteem  and  respect.  The  last 
day  of  school  is  an  appropriate  time  for  such  an  exhibition  of  school  work. 
State  Course  in  Graded  Schools. 

In  schools  employing  eight  or  more  teachers  in  the  grades,  the  State  Course 
can  be  followed  without  alternation.  The  work  is  adapted  to  the  needs  of  vil- 
lage and  city  schools.  Graded  schools  employing  less  than  eight  teachers  in 
the  grades  should  alternate  as  far  as  the  needs  of  the  school  justify.  In  all 
cases  where  the  seventh  and  eighth  grades  are  taught  by  the  same  teacher,  it 
is  recommended  that  the  plan  of  alternation  given  in  the  Course  be  followed 
in  those  grades. 

Higher  Course. 

A  higher  course,  consisting  of  two  years'  work  (ninth  and  tenth  years)  to 
follow  the  common  school  course  is  outlined  in  this  Course.  (See  Table  of  Con- 
tents.) It  is  intended  to  be  used  in  village  schools,  and  in  the  smaller  country 
schools  that  desire  to  do  some  high  school  work.  A  pupil  should  not  attempt 
the  higher  work  until  he  has  a  good  knowledge  of  the  common  branches. 

High  School  Courses — Suggestive  three  and  four-year  high  school  courses 
are  given  in  back  part  of  this  Course.     (See  Table  of  Contents.) 


COMPULSORY  ATTENDANCE  LAW  OF  ILLINOIS. 


§274.  Every  person  having  control  of  any  child  between  the  ages  of  seven 
and  sixteen  years,  shall  annually  cause  such  child  to  attend  some  public  or 
private  school  for  the  entire  time  during  which  the  school  attended  is  in  session, 
which  shall  not  be  less  than  six  months  of  actual  teaching:  Provided,  however, 
that  this  Act  shall  not  apply  in  case  the  child  has  been  or  is  being  instructed 
for  a  like  period  in  each  and  every  year  in  the  elementary  branches  of  educa- 
tion by  a  person  or  persons  competent  to  give  such  instruction,  or  in  case 
the  child's  physical  or  mental  condition  renders  his  or  her  attendance  im- 
practicable or  inexpedient,  or  in  case  the  child  is  excused  for  temporary  absence 
for  cause  by  the  principal  or  teacher  of  the  school  which  said  child  attends, 
or  in  case  the  child  is  between  the  ages  of  fourteen  and  sixteen  years  and  is 
necessarily  and  lawfully  employed  during  the  hours  when  the  public  school  is 
in  session.  For  every  neglect  of  the  duty  prescribed  by  this  section,  the  person 
so  offending  shall  forfeit  to  the  use  of  the  public  schools  of  the  city,  town  or 
district  in  which  such  child  resides  a  sum  not  less  than  five  dollars  nor  more 
than  twenty  dollars  and  costs  of  suit,  and  shall  stand  committed  until  such  fine 
and  costs  of  suit  are  paid. 

§275.  The  board  of  education  or  the  board  of  school  directors,  as  the  case 
may  be,  shall  appoint  at  the  time  of  election  of  teachers  one  or  more  truant 
officers,  whose  duty  it  shall  be  to  report  all  violations  of  the  preceding  section 
to  the  board  of  education  or  board  of  directors  and  to  enter  complaint  against 
and  prosecute  all  persons  who  shall  appear  to  be  guilty  of  such  violation.  It 
shall  also  be  the  duty  of  the  truant  officer  to  arrest  any  child  of  school  going 
age  that  habitually  haunts  public  places  and  has  no  lawful  occupation,  and  also 
any  truant  child  who  absents  himself  or  herself  from  school,  and  to  place  him 
or  her  in  charge  of  the  teachers  having  charge  of  any  school  which  said  child 
is  by  law  entitled  to  attend,  and  which  school  shall  be  designated  to  said  officer 
by  the  parent,  guardian  or  person  having  control  of  said  child.  In  case  such 
parent,  guardian  or  person  shall  designate  a  school  without  making  or  having 
made  arrangements  for  the  reception  of  said  child  in  the  school  so  designated, 
or  in  case  he  refuses  or  fails  to  designate  any  school,  then  such  truant  officer 
shall  place  such  child  in  charge  of  the  teacher  of  the  public  school.  And  it  shall 
be  the  duty  of  said  teacher  to  assign  said  child  to  the  proper  class  and  to  in- 
struct him  or  her  in  such  studies  as  he  or  she  is  fitted  to  pursue.  The  truant 
officer  so  appointed  shall  be  entitled  to  such  compensation  for  services  rendered 
under  this  Act  as  shall  be  determined  by  the  board  appointing  him,  which  com- 
pensation shall  be  paid  from  the  distributive  fund  of  the  district:  Provided,  hozv- 
ever,  that  nothing  herein  shall  prevent  the  parent,  guardian  or  person  having 
charge  of  such  truant  child,  which  has  been  placed  in  any  school  by  the  truant 
officer,  to  send  said  child  to  any  other  school  which  said  child  is  by  law  entitled 
to  attend.  Any  person  having  control  of  a  child,  who,  with  intent  to  evade  the 
provisions  of  this  section,  shall  make  a  false  statement  concerning  the  age  or 
the  employment  of  such  child  or  the  time  such  child  has  attended  school,  shall 
for  such  offense  forfieit  a  sum  of  not  less  than  three  dollars  nor  more  than 
twenty  dollars  for  the  use  of  the  public  schools  of  the  district. 

Teachers  who  have  pupils  who  are  not  kept  in  school  regularly  should  re- 
port the  facts  to  their  school  board.  If  the  directors  are  indifferent,  report  all 
the  facts  to  the  States  Attorney  of  your  county.  It  is  his  duty  to  prosecute 
parents  or  guardians  who  violate  the  provisions  of  the  attendance  law  given 
above. 


REQUIREMENTS  OF  SANITATION  LAW. 


Duty  of  the  Superintendent  of  Public  Instruction. 

The  duty  of  the  Superintendent  of  Public  Instruction  shall  be  to  prepare, 
with  the  advice  of  the  State  Board  of  Health,  the  State  Architect  and  the  State 
Fire  Marshall,  for  school  directors  and  boards  of  education  specifications  for 
the  minimum  requirements  for  the  heating,  ventilation,  lighting,  seating,  water 
supply,  toilets  and  safety  against  fire  which  will  conserve  the  health  and  safety 
of  the  children  attending  the  public  schools. 

Duty  of  the  County  Superintendent  of  Schools. 

Approve  Plans — The  duty  of  the  county  superintendent  of  schools  shall  be 
to  inspect  the  plans  and  specifications  for  the  heating,  ventilation,  lighting,  seat- 
ing, water  supply,  toilets  and  safety  against  fire  for  public  schoolrooms  and 
buildings  submitted  to  him  by  boards  of  education  or  directors,  and  to  approve 
all  those  which  comply  substantially  with  the  specifications  prepared  and  pub- 
lished by  the  Superintendent  of  Public  Instruction. 

Inspect  Buildings — To  inspect  all  public  schools  under  his  supervision  and 
notify  in  writing  before  the  first  day  of  April  the  board  of  school  trustees  or 
other  boards  exercising  similar  functions  whether  the  several  schools  in  their. 
jurisdiction  have  or  have  not  been  kept  as  required  by  law. 

Condemn  Buildings — To  request  the  State  Board  of  Health,  the  State  Fire 
Marshal,  or  the  State  Architect  to  inspect  public  school  buildmgs  which  appear 
to  him  to  be  unsafe,  insanitary  or  unfit  for  occupancy.  It  shall  be  the  duty  of 
these  officials  to  inspect  such  buildings  and  to  state  in  writing  in  what  particular 
they  are  unsafe,  insanitary  or  unfit  for  occupancy.  Upon  the  receipt  of  such 
statement  the  county  superintendent  of  schools  shall  condemn  the  building  and 
notify  in  writing,  the  board  of  directors  or  board  of  education,  stating  specifically 
the  reasons  for  such  condemnation.  He  shall  also  notify  in  writing,  the  board 
of  school  trustees  that  the  school  so  condemned  is  not  kept  as  required  by  law. 

Note — To  condemn  a  school  building  it  is  necessary  to  call  only  upon  one : 
Upon  the  State  Architect  if  the  unfitness  or  danger  is  due  to  stucture.  Upon 
the  State  Board  of  Health  in  matters  of  sanitation.  Upon  the  State  Fire  Marshal 
in  case  of  great  danger  from  fire. 

Duty  of  the  Township  Trustees. 

Withhold  Funds — When  the  board  of  trustees  has  had  notice  from  the  county 
superintendent  of  schools  that  a  district  has  not  kept  school  as  required  by  law, 
the  part  of  the  distributive  fund  apportioned  to  such  district  shall  be  withheld 
until  the  county  superintendent  has  given  notice  in  writing,  that  the  requirements 
of  the  law  have  been  complied  with.  The  amount  withheld  shall  then  be  placed 
to  the  credit  of  such  district. 

Duty  of  Boards  of  Directors  and  Boards  of  Education. 

Seven  Months  Term — The  board  of  directors  shall  have  the  following  ad- 
ditional duties  : 

To  establish  and  keep  in  operation  for  at  least  seven  months  in  each  year, 
and  longer  if  practicable,,  a  sufficient  number  of  free  schools  for  the  accom- 
modation of  all  persons  in  the  district  over  the  age  of  6  and  under  21  years 
and  to  secure  for  all  such  persons  the  right  and  opportunity  to  an  equal  edu- 
cation in  such  schools. 

Submit  Plans — Before  erecting  or  remodeling  a  public  school  building  the 
board  of  directors  or  the  board  of  education  in  districts  containing  fewer  than 
one  hundred  thousand  inhabitants  shall  submit  the  plans  and  specifications  re- 
specting heating,  ventilation,  lighting,  seating,  water  supply,  toilets  and  safety 
against  fire  to  the  county  superintendent  of  schools  for  his  approval. 

MINIMUM  REQUIREMENTS. 

Room  Heaters  and  Ventilators. 

No.  I.     When  room  heaters  are  used  the  stove  shall  be  of  suitable  size  to 


26  REQUIREMENTS  OF   SANITATION   LAW. 

heat  the  room  in  all  parts  during  the  coldest  weather,  to  a  temperature  of  70 
degrees  F.  without  keeping  too  hot  a  fire. 

No.  2.  The  stove  shall  be  surrounded  by  a  heat  proof  jacket  at  least  five 
feet  high.  Two  kinds  of  room  heaters  may  be  used.  First,  one  in  which  the 
jacket  extends  to  the  floor,  provided  that  provision  be  made  to  admit  air  to  the 
stove  from  both  outside  of  the  building  and  from  within  the  room.  Second,  one 
in  which  the  jacket  does  not  extend  to  the  floor  but  the  construction  is  such  that 
the  entering  air  from  the  outside  can  not  spread  over  the  floor. 

No.  3.  In  the  first  kind  the  damper  within  the  fresh  air  intake  shall  be  so 
constructed  that  when  the  outside  air  is  admitted,  the  opening  from  within  the 
room  is  closed  and  when  the  outside  opening  is  closed,  the  opening  from  within 
the  room  is  open,  ^^'hen  the  damper  is  partly  closed,  the  air  is  admitted  to 
the  furnace  from  both  sources. 

No.  4.  The  cross-sectional  area  of  the  opening  into  the  foul  air  vent  shall 
be  equal  to  that  of  the  cross-sectional  area  of  the  fresh  air  opening. 

No.  5.  All  classrooms  shall  have  at  least  16  square  feet  of  floor  space 
and  not  less  than  200  cubic  feet  of  air  space  per  pupil. 

Fresh  Air  Ducts  and  Vent  Pipes  for  Room  Heaters. 
The  following  dimensions  are  recommended  generally  by  experts: 
(a)     When  the  foul  air  is  taken  out  through  the  smoke  flue: 

Cubic  Feet  in  Room — 

8,000  or    8,000  to      12,000  to 
less         12,000         16,000 


sq.  m.       sq.  m.        sq.  m. 


Cross-sectional     area    of    smoke    flue     not 

less    than 192  256  400 

Cross-sectional    area   of    foul    air   vent   into 

chimney  not  less  than 144  216  .•^20 

Cross-sectional    area    of    fresh    air    intake 

not  less  than 144  216  320 

(b)     When  the  foul  air  is  taken  out  through  a  flue  separate  from  the 
smoke  flue: 

• Cubic  Feet  in  Room 

8,000  or    8,000  to      12.000  to 
less         12,000         16,000 


sq.  m.       sq.  in.        sq.  m. 
Cross-sectional    area    of    smoke    flue    not 

less    than 81  144  216 

Cross-sectional   area   of    foul   air  vent  flue 

not  less  than 192  256  288 

Cross-sectional    area    of    fresh    air    intake 

not  less  than 192  256  288 

The  cross-sectional  area  of  the  vent  flue  shall  be  at  least  equal  to  the 
openings  specified  above. 

Jackets. 

The  jackets  shall  be  of  heavy  galvanized  or  black  iron  or  other  material 
equally  durable.  It  shall  have  an  inner  lining  of  corrugated  tin  or  other 
equally  durable  material  covering  the  part  where  the  greatest  heat  comes  from 
the  stove.  Between  the  inner  sheet  and  the  outside  jacket  there  shall  be 
sheet  asbestos. 

Basement  Hot  Air  Furnaces. 

No.  6.  When  a  bagemejit  furnace  is  used  tliere  shall  be  an  intake  for 
fresh  air  frona  outsioe  the  building  and,  also,  a  cold  air  intake  from  inside 
the  schoolroom.  The  duct  of  the  furnace  shall  have  a  cross-sectional  area  of 
400  square  inches.  Dampers  shall  be  provided  which  will  make  it  possible  to 
take  all  the  air  from  one  source  or  to  take  a  part  from  both  sources  at  the 
same  time. 


REQUIREMENTS   OF    SANITATION    LAW.  2/ 

The  chains  which  regulate  the  dampers  for  the  admission  of  air  to  the 
furnace  and  those  which  control  the  drafts  of  the  furnace,  shall  extend  into 
the  schoolroom. 

No.  7.  There  shall  be  an  entrance  to  the  basement  from  within  the  build- 
ing as  well  as  from  without. 

No.  8.     The  floor  of  the  basement  shall  be  concrete  or  brick. 

No.  9.  Warm  air  from  the  furnace  shall  be  admitted  into  the  room  at 
the  wall  at  least  six  feet  above  the  floor.  The  cross-sectional  area  of  the  duct 
and  opening  shall  be  at  least  400  square  inches. 

The  opening  into  the  foul  air  flue  shall  be  at  the  floor  level  and  die  foul 
air  flue  shall  be  so  constructed  that  it  will  be  heated  by  the  smoke  flue. 

No.  10.  The  return  cold  air  opening  from  the  room  as  well  as  the  open- 
ing from  the  outside  shall  be  the  same  wall  as  the  warm  air  inlet  and  shall 
be  two  inches  above  the  floor  level.  The  grating  over  this  opening  shall  be 
leaned  against  the  wall  at  an  angle  of  45  degrees.  The  openings  from  the 
outside  and  the  inside  shall  connect  with  the  duct  to  the  furnace.  The  damper 
shall  be  constructed  so  as  to  close  either  opening  and  leave  the  other  open. 

No.  II.  A  foot  warmer  or  warm  air  register  shall  be  placed  at  the  floor 
level  in  the  wall.  No  warm  or  cold  air  register  shall  be  placed  in  the  floor 
where  it  can  be  walked  on  or  sweepings  fall  into  it. 

Steam  Heating. 

No.  12.  The  Fan  System — When  the  fan  system  of  ventilation  is  used 
the  warm  air  flues  shall  have  a  cross-sectional  area  of  not  less  than  nine  square 
inches  for  each  occupant  of  the  room.  The  vent  flues  shall  have  a  cross- 
sectional  area  of  not  less  than  ten  square  inches  for  each  occupant  of  the  room. 

No.  13.  The  Gravity  System — Where  the  gravity  system  of  ventilation  is 
used  the  opening  to  the  aspirating  coil  and  warm  air  flues  shall  have  a  cross- 
sectional  area  of  not  less  than  16  square  inches  and  the  vent  flues  14  square 
inches  for  each  occupant  of  the  room. 

No.  14.  Air  Passed  Through  or  Over  Radiators — When  fresh  air  is  taken 
directly  into  the  room  and  passed  through  or  over  the  radiators,  the  cornbined 
cross-sectional  area  of  all  the  openings  shall  be  not  less  than  9  square  inches 
and  that  of  the  vent  flues  not  less  than  10  square  inches  tor  each  occupant 
of  the  room. 

No.  15.  When  the  methods  mentioned  in  Nos.  13  and  14  are  used,  each 
foul  air  flue  shall  be  provided  with  a  radiator  of  at  least  9  square  feet  of 
radiating  surface  placed  above  the  opening. 

No.  16.  Moistening  the  Air — In  all  systems  of  heating  ample  provision 
shall  be  made  to  moisten  the  heated  air. 

Lighting. 

No.  17.  There  shall  be  no  windows  in  the  wall  which  the  seated  school 
Children  face.  The  walls  shall  be  of  soft  light  tint,  gray,  tan  or  green.  The 
ceiling  shall  be  a  very  light  tint. 

No.  18.  In  New  Buildings — In  school  buildings  hereafter  erected  the 
windows  shall  be  at  the  left  of  the  seated  pupils. 

Windows  at  the  back  of  the  room  are  permissible,  but  shall  be  at  least 
six  feet  from  the  floor. 

No.  ig.  The  windows  at  the  left  shall  be  set  with  the  least  possible  space 
between  them  and  shall  be  not  less  than  three  feet  nor  more  than  four  feet 
from  the  floor. 

No.  20.  The  glass  surface  in  study  rooms  shall  not  be  less  than  one-fifth 
of  the  floor  space.  When  the  light  is  from  the  north  or  when  trees  are  near 
by,  it  shall  be  not  less  than  one-fourth  of  the  floor  surface. 

No.  21.     All  windows  shall  be  provided  with  good  adjustable  shades. 

No.  22.  In  Old  Buildings — In  buildings  in  use  beforfc  July  I,  1915,  all 
windows  in  the  wall  which  the  seated  pupils  face  shall  be  permanently  walled 
up,  so  that  no  light  may  enter  from  that  direction. 

No.  22-  If  there  are  full  length  windows  on  the  fight  of  the  seated 
children,  the  lower  sash  shall  be  shaded  so  as  to  completely  shut  out  the  light 


28  REQUIREMENTS   OF   SANITATION   LAW. 

from  that  part.     If  this  makes  the  light   insufficient   additional  windows  shall 
be  provided  at  the  left. 

Seating. 
_  No.  24.  Each  schoolroom  shall  be  furnished  with  single  desks  and  seats 
which  are  of  the  proper  size  and  adjustment  for  the  pupils  who  are  to  occupy 
them.  School  boards  should  require  dealers  to  guarantee  that  the  seat  board 
shall  be  in  proper  position  and  remain  so,  slanting  neither  upward  nor  down- 
ward in  such  a  way  as  to  cause  discomfort. 

No.  25.  One-room  Schools— One-room  schools,  which  pupils  of  all  ages 
attend,  shall  be  furnished  with  desks  of  five  sizes,  as  follows :  No.  6  single 
desks,  seats  11  to  12  inches  from  floor,  desks  21  to  22  inches  from  floor,  distance 
from  edge  of  desk  to  back  of  seat  9  inches,  for  children  not  less  than  42  inches 
tall,  usually  6  or  7  years  old. 

No.  5  single  desks,  seats  12  to  13  inches  from  floor,  desk  22  to  23  inches 
from  floor,  distance  from  edge  of  desk  to  back  of  seat,  9  to  10  inches,  for 
children  not  less  than  45  inches  tall,  usually  8  or  9  years  old. 

No.  4  single  desks,  seats  13  to  14  inches  from  floor,  desks  23  to  25  inches 
from  floor,  distance  from  edge  of  desk  to  back  of  seat,  10  to  1 1  inches,  for 
children  not  less  than  48  inches  tall,  usually  10  or  li  years  old. 

No.  3  single  desks,  seats  14  to  15  inches  from  floor,  desks  25  to  27  inches 
from  floor,  distance  from  edge  of  desk  to  back  of  seat,  12  to  13  inches,  for 
children  not  less  than  51  inches  tall,  usually  12  or  13  years  old. 

No.  2  single  desks,  seats  16  to  17  inches  from  floor,  desks  27  to  29  inches 
from  floor,  distance  from  edge  of  desk  to  back  of  seat,  i^  to  13  inches,  for 
children  not  less  than  55  inches  tall,  usually  14  to  16  years  old. 

For  children  exceptionally  large  the  front  or  back  seat  of  a  row  should 
be  placed  to  suit.     In  all  cases  pupils  shall  be  comfortably  seated. 

No.  26.  Where  adjustable  desks  only  are  used  in  one-room  schools  there 
shall  be  three  sizes,  capable  of  being  adjusted  as  above  as  to  height  of  seat 
and  desk.  Adjustment  shall  be  made  at  least  twice  a  year  for  the  needs  of 
the  growing  children. 

No.  27.  Desks  the  same  size  shall  be  placed  in  rows  trom  front  to  back 
of  room.  If  it  is  necessary  to  place  two  sizes  of  desks  in  the  same  row  the 
front  part  of  the  row  should  end  with  a  "rear"  of  the  same  size.  This  "rear" 
should  be  followed  with  a  "front"  of  the  size  which  is  to  continue  the  row. 

No.  28.  Jhere  shall  be  an  aisle  next  the  wall  not  less  than  24  inches  in 
width,  and  aisles  between  rows  of  desks  shall  be  not  less  than  18  inches  in 
width. 

No.  29.  Graded  Schools — In  graded  schools  if  stationary  desks  are  used, 
if  one  grade  occupies  the  room,  there  shall  be  not  less  tnan  two  sizes  of 
single  desks  suitable  for  all  the  pupils  in  the  room.  The  following  will  usually 
meet  the  needs:  ist  grade,  No.  6-5  (few);  2d,  No.  5-6  (each  half);  3d,  No. 
5-4  (few)  ;  4th,  No.  4-3  (few)  ;  sth,  No.  4-3  (half)  ;  6th,  No.  3-4  (few)  ;  7th. 
No.  2-3  (few)  ;  Sth,  No.  2-3  (few).  When  more  than  one  grade  is  seated  in  a 
room  there  shall  be  as  many  sizes  of  desks  as  are  necessary  to  properly  seat 
all  pupils. 

No.  30.  When  adjustable  desks  are  used  they  shall  be  so  adjusted  that 
the  heels  of  the  child  shall  rest  on  the  floor  when  the  child's  back  touches  the 
back  of  his  seat.  The  desk  shall  be  adjusted  so  that  when  the  child  sits  erect 
in  his  seat,  the  forearm  resting  on  the  desk  as  in  writing,  the  shoulder  of  the 
writing  arm  shall  not  be  higher  than  the  other  shoulder. 

When  stationary  desks  are  used  the  pupils  shall  occupy  desks  which  meet 
these  requirements. 

The  distances  the  desks  are  from  the  backs  of  the  seats  shall  be  the  same 
as  given  in  requirement  No.  25.  At  least  one  row  of  adjustable  desks  in  each 
room  is  strongly  recommended. 

No.  31.  Floor,  desk,  furniture,  and  walls  shall  be  kept  clean.  Desks  shall  be 
washed  and  revarnished  when  necessary.  Floor  shall  be  scrubbed  when  neces- 
sary. When  sweeping,  a  sweeping  compound  shall  be  used,  and  dusting  shall 
be  done  with  a  moist  cloth. 


REQUIREMENTS   OF   SANITATION   LAW.  29 

Water  Supply. 

No.  s^-  ^^'^11^ — All  dug,  bored  or  drilled  wells  shall  be  made  absolutely 
safe  from  danger  of  contamination  from  privies.  The  walls  of  the  well 
shall  be  constructed  so  as  to  prevent  seepage  from  this  source.  Where  there 
is  any  likelihood  of  sewage  entering  the  well,  the  privy  vaults  shall  be  made 
water-tight.  Less  than  lOO  feet  distance  from  a  privy  is  not  a  safe  location 
for  a  well.  To  prevent  contamination  from  other  sources  the  well  shall  be 
covered  with  a  concrete  platform.  This  shall  rest  on  a  concrete  wall  sur- 
rounding the  well,  sunk  at  least  two  feet  in  the  ground.  A  concrete  gutter 
shall  be  provided  to  carry  the  waste  water  at  least  lo  feet  away  from  the  well. 
The  earth  shall  be  so  banked  about  the  well  as  to  make  natural  drainage  and 
prevent  puddles  of  water  near  the  well. 

No.  S3.  Cisterns — Where  cisterns  are  used  they  shall  be  provided  with 
effective  filters  and  shall  be  completely  covered.  They  shall  be  thoroughly 
cleaned  and  the  filtering  material  renewed  at  least  once  a  year. 

No.  34.  Water  Containers — Where  drinking  water  is  kept  in  the  school- 
room it  shall  be  kept  in  a  clean  container,  provided  with  a  cover  and  a  faucet. 

No.  35.  Indizidiial  Cups — The  use  of  the  common  drinking  cup  is  pro- 
hibited by  law.  When  cups  are  necessary  each  person  shall  be  provided  with 
his  own  cup.  These  shall  be  placed  in  a  dust-proof  case,  which  shall  be  kept 
closed  except  when  removing  or  replacing  a  cup.     The  cups  shall  be  kept  clean. 

No.  36.  Bubbling  Fountains — Bubbling  drinking  fountains  are  strongly 
recommended.  No  fountain  should  be  installed  which  enables  the  lips  to  touch 
the  opening  of  the  water  pipe. 

No.  2)7-  Suspicious  Water — If,  for  any  reason,  water  used  in  schoolrooms 
appears  to  be  unwholesome,  samples  shall  be  sent  to  the  State  Water  Survey, 
State  University  at  Urbana  for  analysis. 

Toilets. 

No.  38.  Indoor  Toilets — When  indoor  toilets  are  provided  those  for  the 
different  sexes  shall  be  approached  from  different  directions  and  if  there  is 
a  door  between  the  two  toilet  rooms  it  shall  be  kept  locked.  The  toilet  rooms 
shall  be  ventilated  in  such  a  way  as  to  remove  all  odors  and  prevent  their 
spread  to  other  parts  of  the  building. 

No.  39.  Outdoor  Toilets — There  shall  be  at  least  two  toilets,  one  for  each 
of  the  sexes.  They  shall,  when  possible,  be  at  least  50  feet  apart.  Under  no 
condition  shall  they  be  less  than  20  feet  apart.  When  the  distance  between  the 
toilets  is  less  than  50  feet,  there  shall  be  a  tight-board  screen  midway  between 
them  at  least  20  feet  long  and  six  feet  high.  The  approaches  shall  be  separate 
all  the  way. 

No.  40.  The  boys'  toilet  shall  have  a  tight-board  screen  at  the  front  and 
the  side  not  less  than  five  feet  high.  Behind  this  shall  be  a  substantial  zinc 
lined  urinal  trough.  The  lower  one  shall  be  16  inches  from  the  ground  and 
the  higher  one  26  inches  from  the  ground  at  the  highest  point.  When  dry 
closets  are  used  the  urinal  shall  drain  into  a  separate  underground  receptacle. 

No.  41.  The  toilet  buildings  shall  rest  on  a  substantial  brick  or  concrete 
foundation  to  which  they  shall  be  securely  bolted.  The  building  shall  be  well 
lighted  and  shall  constitute  an  adequate  protection  against  inclement  weather. 
There  shall  be  at  least  two  seats  and  not  fewer  than  one  seat,  for  every  twenty 
children  using  them.  One  or  more  seats  shall  be  10  inches  high,  the  rest 
16  inches. 

Where  there  is  danger  of  contaminating  the  well  the  vault  shall  be 
concrete  or  brick,  so  constructed  as  to  prevent  leakage  of  sewage  and  so  that 
it  may  be  cleaned.  Light  shall  be  completely  shut  out  of  the  vault.  The  seats 
shall  be  provided  with  covers,  securely  hinged  in  such  a  way  as  to  close  auto- 
matically. The  vault  shall  be  ventilated  with  a  fine,  with  a  cross-sectional 
area  of  not  less  than  64  square  inches  and  extending  from  the  vault  through 
the  roof.  One  of  the  chief  aims  is  to  shut  out  flies,  which  spread  contagious 
diseases. 


30  REQUIREMENTS   OF   SANITATION   LAW. 

^l^,  42.     All  toilets  shall  be  kept  clean  and  the  walls  free  trom  objectionable 
language  or  pictures. 


SAFETY  AGAINST  FIRE. 
The  Law. 

An  Act  to  regulate  the  egress  from  public  buildings  provides  that  the  doors  to 

the  entrance  of  school  buildings  shall  be  so  hinged  as  to  open  outward. 
An  Act  relating  to  fire  escapes  provides  that  in  school  buildings  of  more  than 
two  stories,  at  least  one  fire  escape  shall  be  provided,  and  that  in  halls 
above  the  ground  floor  as  many  fire  escapes  shall  be  provided  as  the  cor- 
porate authorities  may  direct. 

Minimum  Requirements. 
No.  43.    New  or  Remodeled  Buildings — In  school  buildings  hereafter  erect- 
ed boilers  shall  be  placed  in  fire-proof  rooms. 

No.  44.  In  buildings  more  than  one  story  high  boilers  or  furnaces  shall 
not  be  placed  under  a  stairway  or  corridor  through  which  the  pupils  pass  in 
leaving  the  building. 

No.  45.  Outside  doors  within  20  feet  of  stairways  shall  be  provided  with 
an  appliance  which  will  cause  the  door  or  doors  to  swing  outward  when  pressure 
is  applied. 

No.  46.  Smoke  flues  shall  be  lined  with  a  good  quality  of  chimney  lining 
or  so  constructed  that  should  the  mortar  between  the  bricks  fall  out,  fire  can 
not  escape  through  the  opening. 

No.  47.  The  main  stairway  leading  from  the  ground  floor  shall  be  at 
least  six  feet  wide. 

No.  48.  All  air  ducts  or  ventilating  shafts  shall  be  of  metal  or  fire- 
proof material. 

Buildings'  Already  in  Use — In  buildings  already  in  use  July  I,  1915,  the 
county  superintendent  of  schools  shall  note  any  hazardous  conditions  and  call 
the  attention  of  the  school  board  to  them.  If,  in  his  judgment,  these  are  de- 
cidedly dangerous  for  the  safety  of  the  children,  and  if  the  school  authorities 
do  not  remedy  the  defect,  he  shall  enforce  the  law  by  first  calling  for  the 
advice  of  the  State  Fire  Marshal. 


OUTLINE  OF  THE  COURSE. 


PRIMARY  DIVISION.... 


First  Year 


^  Second     Year. 


Third    Year. 


Fourth    Year. 


UITERMEDIATE 

OIYISION....^ 


Fifth     Year. 


Reading  and    Spelling. 
^  Language. 

Number   and   Constructive 
Work. 

Writing. 

Physiology  and   Hygiene. 

General     Exercises 

Nature-Study. 

r  Reading  and    Spelling. 
Language. 

Number  and   Constructive 
Work. 
J     Writing. 
I     Physiology  and  Hygiene. 

General     Exercises 

Nature-Study. 


'   Reading  and    Spelling. 
Language. 
Arithmetic. 
Writing. 
Physiology  and  Hygiene. 

General     Exercises 

Nature-Study. 

Reading   and    Spelling. 

Language. 

Arithmetic. 

Writing. 

Physiology  and  Hygiene. 

Geography. 

General     Exercises 

Nature-Study. 

Reading  and    Spelling. 

Language. 

Arithmetic. 

Writing. 

Physiology  and  Hygiene. 

Geography. 

Nature-Study. 

General     Exercises 


r  Music. 
J    Drawing 
I   Morals  k.od  Manners. 


Music. 

Drawing. 

Morals  and  Manners. 


Sixth     Year, . 


}■  Reading  and    Spelling. 
Language. 
Arithmetic. 
Writing 
Nature-Study. 
Physiology  and  Hygiene. 
History. 
Geography. 
General     Exercises 


ADVANCED  DIVISION., 


Seventh    Year 


Reading. 

Orthography. 

Grammar. 

Arithmetic. 

Writing. 

Physiology   and   Hygiene. 

Geography. 

History. 

History   of    State. 

Civics. 

General     Exercises 


Eighth    Year. 


Reading. 

Orthography. 

Grammar. 

Arithmetic. 

Writing. 

Physiology    and    Hygiene. 

Geography. 

History.  ' 

History    of    State. 

Civics. 

General     Exercises 


Music. 
Drawing. 

Morals  and  Manners 
Constructivs   Work. 


Music. 
Drawing. 

Morals  and  Manners. 
Constructive   Work. 


Music. 
Drawing. 

Morals  and  Manners. 
Household   Arts. 


Music. 
Drawing. 


Morals  and  Manners. 
Household   Arts. 


Music. 

Drawing. 

Morals  and  Manners. 

Agriculture. 
Household    Arts. 
Manual   Arts. 


Music. 

Drawing. 

Morals  and  Manners, 

Agriculture. 
Household    Arts. 
Manual  Arts. 


COURSE  OF  STUDY. 


FIRST  YEAR. 


Text-Book — First  Reader. 

Re.\ding — First  reader   or   readers.  Coxstrvctiox    Work — In    connection    with 

Spex-LIXg — Words    from    readers    and    other  number. 

f.-inuliar  words.  ^  Physiologv    and     Hygiene — In    connection 

L-VNoiAGE— Classic  Stories,  Poems  and  Pic-  with  Nature-Study. 

ture  Study.  Gener.\l       Exercises' —  Music.       Drawing, 

Number — From   i    to   lo  with  combinations  Morals   and   Manners. 

and  fractional  parts.  N.«ure- Study — The    home    and    surround- 

\\  RiTixG — In  connection  with   reading.  ings,   health,  habits. 
Phvsic.u.  Tr.vix!ng — Storj-  Plaj-s. 


READING. 

Reading  is  the  most  wide-reaching  acquisition  made  bj-  the  child  in  school. 
It  is  in  constant  demand  in  all  lines  of  study.  Life-long  reading  is  to  be  by 
far  the  most  signincant  means  of  making  and  keeping  and  extending  acquaint- 
ance with  the  world  and  of  entering,  as  far  as  one  ever  does  enter,  into  his 
human  heritage.  In  school,  the  success  of  tlie  teacher  in  her  instruction  rests 
almost  wholly  on  the  power  of  her  pupils  to  read  and  to  use  reading  as  a 
means  of  independent,  though  inspired  and  giiided.  acquisition.  This  should  be 
so,  for  after  the  brief  years  in  school,  the  power  and  habit  of  books  and  reading 
must  be  the  chief  reliance  for  "light  on  the  pathway  of  life." 

No  other  study^  then,  deserves  and  demands  more  careful  consideration 
or  more  carefully  and  wisely  elaborated  plans  than  this.  No  other  conduces 
so  widely  and  inevitably  to  bad  mental  habits.  Incalculable  waste  of  time  and 
etTort  must  result  from  reading  which  is  only  moderately  good,  to  say  nothmg 
of   the  disaster   of  poor  reading. 

It  is  doubtless  desirable,  therefore,  that,  at  the  beginning,  we  set  ourselves 
some  sort  of  standard  of  what  it  is  to  read:  of  what  reading  ought  to  do 
for  the  children:  of  what  the  tokens  are  that  a  child  is  reading  or  has  read. 

To  read  the  printed  page  demands  two  distinct  powers  on  the  part  of  the 
reader.  First,  he  must  have  experience  enough  to  make  the  words  take  on 
meaning.  The  ideas  on  the  page  must  be  brought  into  association  with  ideas 
wliich  have  resulted  from  the  reader's  own  activity.  Then,  by  means  of  the 
imagination,  the  reader  realizes  to  himself  the  ideas,  the  scenes,  the  varied 
experiences  of  others.  Thus,  he  may  wander  with  LTysses.  sutfer  with 
Evangeline,  be  snow-K">und  with  WTiittier.  and  help  Tom  Sawyer  whitewash 
his  fence.  Second,  he  must  have  skill  in  the  recognition  of  printed  symbols. 
This  is  the  formal  side  of  reading.  It  deals  with  phonics,  punctuation,  and 
various  devices  used  in  getting  the  thought  written  on  the  page.  More  will 
be  said  of  these  two  powers  in  the  outline  on  the  first  year  work.  But  one 
more  item  should  be  added  here.  When  this  power  over  symbols  has  been 
well  trained  there  is  always  danger  that  the  reader  may  be  completely  caught 
in  the  mere  mechanical  process.  To  recognize  words  rapidly  and  pronounce 
them  fluently  does  not  always  mean  reading.  Printed  symbols  may  be  con- 
sidered only  as  parts  of  a  puzzle.  The  reader  finds  his  delight  in  putting  them 
together  smoothly.  In  fact,  it  is  possible  for  such  a  reader  to  render  a 
selection  very  acceptably,  intelligibly  and  attractively  to  the  listeners,  and  still 
be  giving  little  or  no  attention  to  the  thought,  and  so  have  no  grip  on  it  or 
at  most  only  such  a  grip  as  soon  and  easily  slips.  Such  a  habit  once  formed 
is  very  hard  to  break  and  renders  the  child  permanently  weakened  for  all  his 
reading  and  helpless  for  much,  if  not  most,  of  it.  This  is  what  was  meant 
when  we  spoke  of  the  disaster  of  poor  reading.  The  mischief  of  it  is  that 
much  of  the  poor  reading  seems  good,  it  is   so  smooth   and-  glib.     The   only 


READING — FIRST  YEAR.  33 

safeguard   is    for   the   teacher   to   insist   that   the   pupil   shall   know   the   thought. 
Expression,  to  l)e  of  any  value,  must  be  the  genuine  response  to  an  impression. 
The  teacher's  chief  concern  is  with  the  thought  getting,  the  thought  analysis. 
These  remarks  lead  to  the  following  suggestions : 

1.  The  reading  matter  must  be  chosen  with  wise  discrimination  as  to  its 
adaptation  to  the  children's  intelligence,  taste,  effort,  alike  in  thought,  in  spirit, 
in  phraseology.  To  get  away  from  the  children's  controlling  interests  is  to 
get  toward  insincere,  motiveless,  mechanical  reading.  The  worth  of  reading 
is  to  be  judged  primarily  from  the  pupils'  appreciation  of  it  as  being  the 
"real  thing" ;  the  "Old  Woman  and  the  Pig"  may  well  be  the  specific  cure  for 
dullness  brought  on  by  very,  very  beautiful  Greek  myths;  these  last  must  wait 
on  growth  up  to  them. 

2.  The  teacher  should  seek  entire  honesty  on  the  part  of  her  class,  such 
as  will  lead  the  pupils  to  stop  when  they  do  not  understand,  and  say  so.  The 
point  should  be  cleared  either  by  other  pupils  or  by  the  teacher,  before 
going  on. 

3.  Close  connection  must  be  kept  between  the  reading  matter  and  the 
children's  active  interests — other  studies,  seasonal  changes,  attractive  elements 
of  environment,  experiences,  etc.;  that  is,  if  the  books  contain  selections  bear- 
ing in  a  clear,  stimulating  way  on  the  current  work  in  history,  geography,  or 
science,  or  on  out-door  phenomena,  such  selections  should  be  sought  out  and 
studied,  where  and  when  the  association  is  close  and  suggestive.  Material  for 
Thanksgiving,  Christmas,  and  other  special  days  may  thus  be  accumulated; 
information  on  people  and  places  may  be  brought  together  when  most  needed. 
This  is  meant  to  break  up  and  correct  the  mechanical  use  of  the  reader,  by 
which  the  selections  are  taken  in  order  with  no  reference  to  bearingon  strong 
general  interests.  In  fact,  no  text  book  in  reading,  which  is  not  in  itself  a 
literary  whole,  is  to  be  taken  selection  after  selection  in  the  order  of  the  book. 
But  rather  the  contents  of  all  the  readers  should  be  analyzed,  and  tabulated 
or  indexed,  and  the  selections  assigned  when  and  where  they  respectively  have 
a  clear  and  significant  bearing. 

4.  The  material  chosen  for  the  reading  hour  should  be  selected  not  only 
from  the  viewpoint  of  its  relation  to  holidays,  seasons,  events,  etc..  but  also 
with  the  question  in  mind  as  to  the  kind  of  recitation  which  is  expected.  In 
general,  silent  reading  will  call  for  more  material  and  of  greater  difficulty  than 
oral  reading.  The  best  material  for  oral  expression  will  be  that  which  is 
rich  in  problems  that  reach  the  mind  through  the  ear  rather  than  the  eye. 
Literature  which  has  been  written  to  be  spoken  rather  than  read  will  abound 
in  oral  problems.  In  the  upper  grades  texts  on  other  subjects,  newspapers, 
magazines  may  serve  for  reading  material ;  but  most  of  the  time  should  be 
given  to  literature — writings  that  by  reason  of  their  purity,  beauty,  and  spiritual 
strength  have  become  classic. 

5.  Supplementary  reading  should  be  thought  of  and  treated  not  simply  as 
increasing  the  bulk  of  reading  matter  and  exercise  in  the  mechanical  process  of 
reading.  This  may  perfect  mechanical  skill  at  the  expense  of  the  disposition 
and  power  to  imagine.  But  supplementary  reading  should  _  always  have  a 
definite  purpose  and  a  distinct  relation  to  other  school  exercises.  It  may  be 
used  (a")  to  enlarge  the  range  of  selections  for  the  regular  exercise,  and  _(b) 
to,j,furnish  a  fund"  from  which  to  draw  in  enlarging  and  enriching  the  various 
studies  of  the  course — history,  geographv,  literature,  science.  Material  of  the 
first  sort  should  be  in  sets  of  hooks,  sufficient  in  number  to  furnish  each  one 
of  the  class  a  copy  and,  like  the  regular  reading  matter,  should  _  be  classic 
literature  as  a  rule.  This  should  work  in  with  the  Lsxtbooks,  to  give  soecific 
selections  where  and  when  needed. 

The  second  sort  may  better  be  in  single  books  or  in  smaller  sets— books 
of  travel,  of  description,  of  industries  and  manufacturing  processes,  of  science, 
of  history  and  biography,  of  good  fiction,  especially  historical  fiction.  Some 
of  the  publishing  houses  are  putting  out  excellent  editions  of  reading  texts 
on   many   subjects   and   classifying  them   so   that  they   will   correlate   with   the 


34  READING — FIRST  YEAR. 

Other  branches.  This  material  may  be  read  for  information  on  the  topics  in 
hand,  either  in  preparation  for  the  recitation  on  the  subject  or  for  the  recita- 
tion in  reading,:  pupils  selected  before  hand  reading  to  the  class.  This  practice 
of  having  each  pupil  bring  something  to  class  which  the  rest  have  not  heard 
and  of  reading  it  to  the  others,  is  to  be  commended  because  a  real  situation 
is  set  up  in  which  reading  has  motive :  there  is  someone  to  give  new  material 
to  others  who  will  be  interested  in  hearing.  Too  often  the  child  reading 
orally  is  not  conscious  of  an  audience. 

6.  Above  the  primary  grades,  the  assignment  of  work  must  be  made  in  such 
a  way  as  to  make  a  definite  presentation  of  things  to  be  accomplished:  (a) 
words  to  be  looked  up  for  pronunciation  or  meaning;  (b)  allusions  to  be 
explained;  (c)  questions  of  facts  to  be  verified,  by  observation,  reading,  in- 
quiry, or  study;  (d)  questions  to  be  thought  of  and  answered,  bearing  either 
on  the  meaning  of  more  subtle  or  difficult  portions,  or  on  the  motives  of  char- 
acters, where  these  bear  on  the  general  thought;  (e)  maps  or  diagrams  of 
illustrative  drawings  to  be  examined  or  made,  and  perhaps  placed  on  the  black- 
board by  one  or  more  of  the  class,  for  reference  during  the  reading;  (f) 
pictures  and  material  which  will  illustrate  the  subject  matter;  (g)  reviews  of 
other  studies  or  elements  of  the  selection  in  hand,  needed  to  give  the  setting 
or  connection.  In  all  of  these  directions,  however,  the  teacher  should  aim 
to  have  the  pupils  work  toward  independence  in  discovering  his  difficulties. 
The  assignments  must  point  them  out  at  first;  but  soon  the  pupil  should  locate 
them  himself  and  the  teacher  can  direct  the  work  toward  that  enrichment  which 
the  pupil  would  not  find  himself. 

7.  The  voice  should  receive  attention  from  the  first,  and  all  proper  effort 
made  to  help  the  child  control  and  improve  it  for  expressing  thought — his  own 
or  the  author's  read.  Drills  for  enunciation  and  articulation  will  be  needed  in 
every  grade.  These  are  to  be  given  on  words  with  which  the  children  have 
difficulty,  and  on  difficult  combinations.  All  drill  work  should  take  little  time 
and  be  engaged  in  with  intense  vim  and  energy.  The  words  may  be  taken  from 
the  reading  lesson,  but  the  class  must  not  look  upon  the  subject-matter  in  the 
reading  lesson  as  so  much  material  for  drill.  On  the  other  hand,  the  drills, 
even  if  on  material  not  in  the  reading  lesson,  must  be  made  to  "carry  over" 
to  the  regular  reading  work. 

8.  In  order  that  a  child  may  become  as  independent  as  possible  in  his 
reading  he  should  be  well  trained  in  phonics.  This  should  include  ear  train- 
ing, drill  on  phonograms,  syllabication,  accent,  word-building  and  sight  reading. 
Such  training  should  extend  through  the  grades.  Specific  suggestions  will  be 
given  in  connection  with  the  outlines  for  the  various  years. 

In  the  general  remarks  above,  the  statement  was  made  that  two  powers 
were  demanded  on  the  part  of  the  reader :  first,  experience  to  give  the  "empty" 
words  content;  second,  skill  to  recognize  symbols.  Teachers  differ  in  their 
estimations  as  to  the  relative  importance  of  these  powers.  Those  who  lay 
the  greater  emphasis  on  the  experience  generally  use  a  thought  method ;  those 
who  believe  that  the  recognition  of  symbols  will  bring  the  best  results  use  a 
phonic  method.  The  thought  method  begins  with  the  whole  word,  or  perhaps 
more  often  with  a  complete  sentence.  The  idea  is  to  present  to  the  eye  the 
word  or  words  which  make  the  unit  of  thought.  A  strict  phonic  method 
begins  with  the  elements  of  a  word ;  that  is,  with  the  symbols  which  stand  for 
or  represent  sounds.  After  a  few  of  these  fundamental  sounds  with  the 
characters  which  represent  them  are  learned,  they  are  combined  into  various 
words.  Enthusiastic,  successful  advocates  may  be  found  for  each  system ;  but 
perhaps  the  best  method  for  the  average  teacher  is  that  which  good  judgment 
and  experience  select  from  both  systems. 

Aims  iv  Readinc — i.  To  have  the  children,  from  the  first,  weld  firmly  to- 
gether the  thought  and  the  written  word  or  sentence  by  which  it  is  expressed. 

2.  To  regard  this  thought  as  worth  while,  really  interesting  and  vital  to  them. 

3.  To  help  the  children  become  independent  readers  by  giving  them  such  in- 
struction and  training  in  the  sounds  of  letters  and  groups   of  letters   and   in 


READINC; — FIRST  YEAR.  35 

such  Other  forms  of  word-building  as  will  enable  them  to  make  out  for  them- 
selves the  new  words  in  their  lessons. 

Sources  of  Material  for  Reading  Lessons  for  Beginners  : 

1.  Room  management. 

2.  Games  and  plays. 

3.  Stories  given  to  children  in  literature. 

4.  Nature  Study. 

Methods  of  Presenting  These  Lessons — The  first  lessons  in  reading 
should  be  given  independent  of  any  book,  and  be  presented  in  writing  on  the 
blackboard.  In  these  lessons,  the  writing  should  be  large,  clear  script,  swiftly 
executed  in  order  not  to  lose  the  interest  and  zest  of  the  thought. 

The  professional  magazines  for  teachers  have  given  a  great  deal  of  helpful 
material  on  primary  methods.  And  almost  all  the  publishers  of  readers  have 
manuals  from  which  the  teacher  may  select  such  methods  as  she  finds  best 
adapted  to  her  class.  Suggestions  are  here  given  for  both  thought  and  phonic 
methods. 

Thought  Method. 

1.  Room  Management — After  a  direction,  as  "stand",  has  been  given  orally 
several  times,  the  teacher,  instead  of  saying,  "Stand",  writes  the  word  upon 
the  board  and  tells  the  children  to  do  what  the  chalk  directs.  The  children 
will'  have  to  be  told  what  the  chalk  says  the  first  time  and  perhaps  several 
times.  Gradually  let  the  oral  direction  give  place  to  the  written  form.  This 
may  be  done  with  many  verbs.  March,  sit,  run,  fly,  erase,  jump,  hop,  rap, 
lift,  bend,  skip,  step,  are  among  the  number. 

2.  Games — The  children  learn  to  play  a  quiet  game  by  following  the  spoken 
directions  of  the  teacher — games  like  "Simon  says,  'Thumbs  up'."  After  the 
children  can  play  this  well  from  the  spoken  directions,  the  written  directions  are 
substituted. 

Or,  basing  the  game  on  a  subject  in  which  the  children  are  especially  inter- 
ested at  the  time,  the  children  play  such  a  game,  say,  as  "The  Wind  and  the 
Leaves."  Material  needed :  leaves  of  red,  brown,  and  green,  with  a  pin  fastened 
into  the  stem  of  each.  After  the  children  learn  to  play  the  game  with  ease, 
if  they  thoroughly  enjoy  it,  write  upon  the  board,  instead  of  giving  orally,  the 
directions  for  playing.    Thus  : 

You  may  be  a  yellow  leaf.  May. 

Choose  your  leaf.     (The  yellow  leaf  is  pinned  upon  her  dress.) 

You  may  be  a  brown  leaf.  Earl. 

Choose  your  leaf,  etc. 
The  teacher   takes  the  part  of  the  wind   and  writes   upon  the  board,   "Come, 
yellow   leaf.     Come,  green   leaf,"   etc.     The   leaves   go  to  the   front   as   called. 
Then  the  teacher  writes  a  direction   for  all  to  follow.     Dance.     The  leaves  flit 
about   the   room    (on   their   toes)    like   leaves    in   a   breeze. 

The  same  type  of  work  may  be  done  with  animal  games.  Let  the  children 
choose  what  animal  each  wants  to  play.  When  the  word  "dog"  is  written,  that 
animal  barks,  etc. 

3.  Literature — When  literature  forms  the  basis  of  the  reading  lessons 
the  children  take  the  parts  of  the  people,  animals,  or  plants  represented  in 
the  story  as  talking.  They  say  what  the  character  in  the  story  says,  looking 
to  the  board  for  the  exact  words.  When  such  an  exercise  is  planned  the  story 
should  be  told  by  the  teacher  until  the  children  know  it  well.  A  story  with 
much  repetition  in  its  phrasing  is  best  for  this  purpose — The  Three  Bears 
is  an  illustration  of  the  type.  Such  parts  of  the  story  as  do  not  lend  them- 
selves to  the  form  of  conversation,  may  be  recalled  by  the  children  under 
the  teacher's  unobstructive  guidance,  in  brief  sentences  giving  the  strong,  simple 
lines  of  the  story.  It  is  of  importance  that  the  children  feel  that  these  sen- 
tences are  theirs,  the  story  of  their  telling.  In  this  work  abundant  opportunity 
will  offer  to  recall  the  livelier  and  more  valuable  phraseology  of  the  classic 
used   and   to  work   it   into  the   children's   vocabulary,   to  a   large   extent.     For 


3^  READING — FIRST  YEAR. 

example,  the  teacher  may  tell  the  story  of  The  Little  Red  Hen.  She  writes 
on  the  board  the  italicized  words  and  phrases  in  the  tirst  paragraph  of  the 
story.  "Once  upon  a  time  there  lived  in  the  woods  a  little  red  hen.  She  had 
a  little  house  and  in  the  house  was  a  little  stove,  a  little  bed,  and  a  little 
round  table  with  tiny  dishes  on  it." 

The  second  time  the  teacher  tells  this  portion  of  the  story,  she  points 
to  the  italicized  words  and  has  the  pupil  tell  them  instead  of  telling  them 
herself.  Later,  a  child  tells  the  story  and  as  she  points  to  the  words,  she 
speaks  them  or  the  class  give  them.  After  the  children  know  the  italicized 
words,  the  phrases  of  which  they  form  a  part  may  be  written,  e.  g. :  "a 
little  red  hen,"  "a  little  stove."  When  the  children  recognize  fairly  well  these 
words  in  the  first  paragraph  another  part  of  the  story  is  given  to  them. 

4.  Nature  Lessons — When  based  upon  Nature-Study  the  teacher  may  write, 
for  example,  the  names  of  the  spring  flowers  in  blossom  at  the  time  of  writing, 
the  children  giving  the  names,  and  reading  the  list  later. 

Or,  the  teacher  writes  guessing  games  upon  the  blackboard,  thus : 
I  am  not  large.  I  have  a  bushy  tail. 

I  have  four  legs.  I  run  up  trees. 

I  have  a  fur  coat.  I  eat  nuts. 

I  have  short  ears.  What  am  I  ? 

I  have  sharp  eyes. 

It  will  be  well,  after  having  much  board  work,  for  the  children  to  have 
printed  lessons  on  large  sheets  of  paper  or  cardboard,  before  beginning  the 
use  of  the  primers.  Some  schools  have  charts  that  serve  the  purpose,  but 
often  these  are  very  formal  and  do  not  give  the  material  wfiich  fits  into  the 
teacher's  plans.  Small  printing  outfits  are  cheap — from  $1.50  up — so  that 
every  school  can  afford  one.  The  first  charts  should  be  the  reproduction  in 
print  of  lessons  already  familiar  in  script. 

Phonic  Method. 

There  are  two  ways  of  presenting  reading  according  to  the  phonic  method. 
One  is  by  first  giving  the  sound  of  the  letters  and  then  combining  them  into 
words.  This  is  the  Synthetic  Method.  For  instance,  in  teaching  the  sound  of 
short  a  a  story  is  told  about  a  little  girl  and  her  baby  sister.  The  little  girl 
watches  the  baby  do  many  wonderful  things,  but  keeps  wondering  why  she 
can't  talk.  Details  are  given  to  arouse  keen  attention  and  the  narrative  comes 
to  its  climax  with  the  baby  saying  a  (the  short  sound  being  given).  The 
teacher  writes  the  letter  as  she  gives  the  sound.  In  like  manner  the  sound 
for  m  may  be  presented  in  connection  with  a  story  of  a  humming  top ;  s 
with  the  story  of  hissing  steam,  etc.  While  these  sounds  are  being  taught 
the  class  has  listened  to  classic  stories  with  the  view  of  building  up  the  oral 
side  of  literature  so  that  later  the  fact  the  children  have  heard  the  stories  will 
aid  them  in  reading  them.  When  sufficient  sounds  have  been  given  and  learned 
the  letters  may  be  combined  in  as  many  different  ways  as  possible  to  give 
the  vocabulary  needed. 

The  second  method  is  the  Analytic.  Words  are  taken  from  the  list  already 
learned  and  these  are  analyzed  or  picked  apart  so  that  the  elemental  sounds 
are  discovered.  When  these  sounds  are  learned  they  may  be  combined  into 
different  words. 

There  are  also  two  ways  of  teaching  the  combinations  of  phonetic  sounds 
or  symbols.  One  brings  together  a  group  of  words  like  and,  hand,  land,  sand, 
or  bit,  sit,  hit,  etc.,  and  discovers  the  phonogram  and  or  it.  New  words  are 
learned  by  combining  some  new  sound  with  the  phonogram.  The  following 
will  suggest  the  method  of  developing  the  "family  phonogram". 

Lesson  i.  Begin  with  the  word  can.  This  is  a  part  of  the  child's  vocabu- 
lary, having  been  learned  in  the  early  reading  lessons.     Proceed  as  follows  : 

1.  Write  the  word  can  on  the  board  and  pronounce   it  easily   and 
naturally. 

2.  Children  pronounce  the  word   collectively  and   individually. 


READING — FIRST  YEAR.  3/ 

3.  Give  the  sounds  separately  a-aii  and  point  to  the  parts  sounded. 

4.  Cover  the  an  and  have  the  c  sounded. 

5.  Cover  the  c  and  have  the  an  sounded   (pronounced). 

6.  Show  the  whole  word  and  ask  the  children  to  put  the  two  sounds 
together  to  make  the  word,  can. 

If  the  children  cannot  do  this  the  teacher  may  do  it  for  them,  making  the 
sound  an  prominent  and  pointing  to  the  phonogram  at  the  same  time.  The 
blending  of  one  sound  with  another  should  not  be  difficult,  although  the  teach- 
er's attitude  toward  blending  influences  the  child  in  the  work. 

.   Lesson  II.     Teach  the  word  man  in  the  same  manner  that  ^-an  was  taught. 
Then  write  on  the  blackboard  : 
c  an 
m  an 
Cover  first  one  part  and  then  the  other,   sounding  each  phonogram.     Write   c, 
in,  an,  on  the  blackboard  in  irregular  order.     Review  daily,  adding  new  phono- 
grams to  the  list  as  they  are  taught. 

Ear  training  should  accompany,  or  rather  be  a  part  of.  all  phonic  drills. 
This  gives  the  child  accurate  sound  images  which  he  is  to  associate  with  written 
symbols. 

After  a  number  of  these  family  phonograms  have  been  established,  daily 
drill  upon  words  from  the  reader  should  be  given.  These  drills  will  follow 
two  lines : 

1.  A  list  of  words  to  be  separated  into  sounds. 

2.  A  list  of  familiar  sounds  to  be  combined  into  new  relations  to 
form  new  words.  Drill  upon  the  phonograms  may  be  given  in  two 
ways:  (a)  combining  the  consonant  sounds,  /,  /,  m,  r,  etc.,  with  the  same 
phonogram,  as  with  at;  (b)  combining  the  different  phonograms  with 
the  same  consonant,  as  /  un,  f  an. 

If  the  words  given  are  written  on  the  blackboard  one  under  the  other,  the 
phonogram  to  receive  special  drill  will  be  the  more  readily  emphasized. 

Abundant  exercise  in  word-building  should  be  given.  Sometimes  sentences 
containing  a  number  of  phonetic  words  may  be  written  on  the  blackboard  for 
the  children  to  work  out,  as:  The  man  ran  with  the  pan;  Dan  ran  to  get  the 
fan ;  etc.  The  teacher  tells  the  words  the  children  have  not  had,  as  ivith  and 
on.     If  any  difficulty  is  experienced  the  teacher  may  underline  the  phonograms. 

Silent  Reading. 

Silent  reading  will  predominate  during  the  first  year.  _  The  reading  may  be 
done  aloud  but  the  child  does  this  much  as  he  would  think  out  loud,  not  for 
the  purpose  of  giving  the  thought  to  others  but  rather  to  help  himself  get 
the  thought.  By  saying  the  words,  he  can  hear  as  well  as  see.  By  concentrat- 
ing his  attention  on  getting  the  thought  he  will  do  better  than  he  would  if  he 
had  to  think  of  giving  the  thought.     Silent  reading  may  be  tested  as  follows  : 

1.  Doing  what  the  sentence  directs. 

2.  Erase  the  sentence  which  tells,  etc. 

3.  Stand  by,  or  point  to,  the  sentence,  etc. 

4.  Point  to  the  object  named. 

5.  Tell  what  the  sentence  says,  in  your  own  words. 

As  an  aid  in  getting  a  new  word,  the  children  should  be  taught  to  look  at 
the  word  in  its  setting.  In  the  sentence,  "The  squirrel  lives  in  a  hollow  tree", 
the  word  "hollow"  is  not  known.  When  they  come  to  this  word  they  will  not 
attack  it  at  once,  but  will  look  forward  to  the  end  of  the  sentence.  They  will 
discover  that  the  new  word,  in  all  probability,  tells  what  kind  of  tree  the 
squirrel  lives  in.  Knowing  the  kind  of  trees  squirrels  choose,  they  will  in 
most  cases  give  the  word  without  more  study. 

Seat  Work — Seat  work  may  be  made  very  profitable  if  adapted  to  the 
child's  needs,  interests  and  ability.  It  should  give  him  many  ways  through 
which  he  can  express  himself  and  should  help  him  in  discriminating  forms 
and  objects.     Cards  with  words  written   or  printed  upon  them  may  be  given 


38  READING — FIRST  YEAR. 

the  child.  He  is  to  put  these  together  so  as  to  form  the  easy  sentences  of  the 
chart  or  lessons.  As  soon  as  a  few  words  can  be  recognized  at  sight,  the  pupil 
should  be  required  to  build  sentences,  using  separate  words  on  bits  of  card- 
board. Continue  building  sentences  until  the  reader  is  taken  up.  The  teacher 
should  use  his  own  judgment  as  to  the  amount  of  seat  work  and  its  nature. 
Every  pupil  should  be  kept  busy  at  some  profitable  employment.  Playing  with 
sticks,  marking  with  a  pencil,  or  doing  anything  else  with  no  definite  aim  in 
view,  should  not  be  permitted. 

Oral  Reading. 

As  has  been  said  above,  little  in  oral  reading  cart  be  expected  of  a  chjld 
whose  attention  is  absorbed  in  getting  what  the  book  says.  But  what  oral 
reading  we  do  obtain  should  be  the  best  we  can  get.  The  first  requisite  is  that 
the  pupil  shall  know  the  thought  before  he  tries  to  tell  it.  Therefore,  silent 
reading  must  precede  oral  reading.  Otherwise,  the  "oral  reading"  may  be 
nothing  more  than  pronouncing  words.  To  encourage  a  child  to  pretend  to 
give  to  others  something  which  he  does  not  have,  is  simply  training  him  in 
deception — not  only  the  deception  of  others  but  finally  himself.  The  child 
should  be  taught  from  the  first  to  attempt  to  read  orally  only  what  is  perfectly 
clear  to  him.  Encourage  him  to  ask  what  a  word  or  sentence  means  before 
he  is  willing  to  read  it  aloud.  The  second  necessity  in  oral  reading  is  that  the 
child  shall  be  conscious  of  an  audience.  He  doesn't  read  aloud  merely  to  see 
if  he  can  get  over  the  pronunciation  of  the  words,  but  he  has  something  to 
give  to  some  listener.  This  getting-giving  attitude  may  be  obtained  by  having 
the  pupil  read  a  sentence  and  address  it  personally  to  some  member  or  group 
of  the  class.  Thus :  the  sentence  reads,  "Roll  the  ball,"  and  the  pupil  says, 
"Roll  the  ball,  Frank."  Train  the  class  to  listen :  it  will  help  in  many  ways. 
The  teacher  must  also  be  part  of  a  real  audience,  an  attentive  interested  listener. 
For  the  teacher  to  watch  continually  a  book  while  a  pupil  is  reading  to  her 
is  insulting  to  the  pupil. 

At  first  the  pupil  will  not  be  held  for  the  exact  word  of  the  text.  If  he 
gives  the  thought,  it  is  sufficient.  But  as  he  gains  in  experience  his  attention 
should  be  called  to  the  words.  The  teacher  may  say,  after  some  word  is  missed, 
"Yes,  that  is  what  it  means  but  not  what  it  says.  Read  again  and  say  just 
what  the  book  says." 

Children  should  be  encouraged  to  express  the  thought  and  feeling  not  only 
through  the  voice  but  also  through  the  whole  body,  especially  the  face  and 
hands.  Sometimes  teachers  insist  too  rigidly  on  formal  positions — standing 
and  holding  the  book — to  permit  good  bodily  expression.  Let  the  oral  read- 
ing be  often  a  play  or  dramatization  with  book  in  hand.  Have  the  same 
acting  as  though  the  selection  were  memorized. 

At  least  one  element  of  technique  can  be  begun  in  the  first  grade, — group- 
ing. By  grouping  is  meant  the  bringing  together  of  words  which  are  to  be 
considered  as  units  of  thought.  Grouping  is  to  a  sentence  what  syllabication 
is  to  a  word.  To  the  ear  pause  marks  the  group.  Of  course,  the  children's 
attention  is  to  be  directed  to  the  thought  rather  than  the  "way  to  say  it",  but 
the  teacher  can  succeed  in  having  a  sentence  grouped  correctly.  In  the  first 
lessons  she  may  write  the  sentence  suggesting  the  pauses ;  or  she  may  indicate 
the  words  which  form  the  unit  by  use  of  a  pointer.  Much  may  be  learned 
through  imitation — the  teacher  must  group.  Two  sentences  will  illustrate. 
"I  have  a  doll,  mamma."  "Mamma  can  see  my  doll."  Suppose  the  first 
is  read,  "I  have  a  doll,  mamma,"  the  pause  being  made  after  haz'e  instead 
of  doll.  Or  suppose  the  second  is  read,  "Mamma  can  see  my  doll,"  with  the 
pause  after  can.  The  teacher  can  read  the  sentence  as  indicated  and  then  read 
it  correctly,  and  the  pupils,  because  of  their  experience  in  conversation,  will 
see  the  difference  and  select  the  right  reading. 

Rhythm  Exercises. 

As  a  preparation  for  learning  accent  in  a  later  grade  the  children  may  be 
given  simple  rhythm  exercises.  The  following  method  need  take  little  or  no  time 
from  the  other  work.    It  may  be  used  in  connection  with  various  activities.    The 


LANGUAGE — FIRST  YEAR.  39 

children  are  called  for  their  parts  in  some  recitation  by  means  of  beating  the 
rhythm  of  their  names.  Suppose  the  names  are  Mary  Smith,  Laura  Anderson, 
John  Lyle,  David  Johnson,  Mildred  Ann  Jones.  By  beating  the  rhythm  (accent 
very  pronounced)  with  a  pencil  on  a  table  or  with  the  clappfng  of  the  hands 
the  children  may  be  designated.  The  above  names  might  be  indicated  thus : 
(Mary  Smith  — .  —  )  (Laura  Anderson  — .  — ..)  (John  Lyle  —  — )  (David 
Johnson  — .  — .)    (Mildred  Ann  Jones  — . ). 


LANGUAGE,  COMPOSITION  AND  GRAMMAR. 

Introduction. 

The  most  important  subject  of  instruction  in  the  Elementary  School  is  the 
Mother  Tongue.  It  furnishes  the  tools  that  are  absolutely  necessary  to  satis- 
factory work  in  every  other  subject.  It  is  not  a  separate  subject,  but  a  part 
of  every  subject  in  the  curriculum.  The  language  of  the  pupil  is  as  much  the 
concern  of  the  teacher  of  the  class  in  arithmetic  as  of  the  teacher  of  the  class 
in  literature.  The  justification  for  organizing  English  as  a  separate  subject  is 
the  need  for  a  special  period  for  the  study  of  the  ways  and  means  of  acquiring 
the  power  of  distinct,  clear,  and  reasonably  effective  speech,  oral  and  written, 
and  for  drill  in  these  matters.  The  language  period  should  be  devoted  to  these 
specific  ends.  But  the  use  of  the  knowledge  and  the  skill  thus  acquired  should 
be  rigorously  insisted  upon  in  all  classes. 

I — Relation  of  Language  and  Composition  to  Literature — Although  train- 
ing in  English  is  intimately  connected  with  every  school  subject,  its  relation  to 
literature  is  peculiarly  close.  In  fact  it  is  so  close  that  in  the  first  two  grades 
the  two  can  scarcely  be  separated.  In  studying  literature,  the  pupil  is  really 
getting  some  notion  of  how  the  masters  of  expression  accomj)lish  the  results  that 
he  also  wishes  to  accomplish.  Imitation — as  has  been  said  almost  to  a  weari- 
some extent — is  always  a  potent  factor  in  language  training, — in  the  earlier  years 
the  most  potent  factor.  We  speak  as  we  hear ;  and,  though  to  a  less  extent 
perhaps,  we  write  as  we  read.  In  no  respect  is  the  debt  of  language  to  literature 
more  apparent  than  in  an  enlarged  and  enriched  vocabulary.  The  little  girl  in 
the  second  grade  who  said  of  a  small  waif  in  the  story,  that  "she  had  not  one 
crust  to  rub  against  another"  gave  striking  proof  of  this  fact.  There  is  no 
better  way  of  developing  not  only  "sentence- sense"  but  "sentence-power"  than 
by  furnishing  the  pupils  good  sentences  to  imitate.  And  good  sentences  abound 
in  literature.  The  same  general  contention,  of  course,  is  true  in  regard  to  the 
"paragraph-sense"  and  those  less  obvious,  but  after  all  fairly  definite,  means 
of  producing  desired  effects.  Notwithstanding,  however,  the  close  inter-relation 
of  the  two  subjects,  it  is  of  questionable  value  to  yoke  the  composition  work  of 
the  language  period  to  any  great  extent  with  literature  topics.  Speaking  and 
writing  on  such  topics  belong  to  the  literature  period, — as  is  true  also  of 
geography,  history,  and  nature  study  topics. 

II — Something  to  Say — If  there  is  one  explanation  of  the  general  unsatis- 
factory results  in  English  work,  it  is,  probably,  that  we  attempt  to  teach  children 
how  to  say  something  when  they  really  do  not  see  that  they  have  something  to  say. 
We  must  distinguish  clearly  between  two  types  of  composition,  both  oral  and 
written,  (i)  that  called  for  by  the  need  of  giving  the  repetition  necessary  for 
fixing  habits  and  knowledge  and  of  te-sting  them;  and  (2)  that  called  forth  by 
the  fact  that  the  pupil  has  something  he  wishes  to  tell  to  someone  else.  The 
composition  work — especially  the  written  composition — in  the  other  subjects, 
except  literature,  will  be  largely  of  the  first  type,  though  it  should  by  no  means 
be  exclusively  so  in  any  study  that  cajls  for  individual  opinions  and  the  gather- 
ing of  supplementary  facts.  It  is  the  business  of  the  teacher  to  see  that  the 
composition  work  of  the  English  class  is  altogether  of  the  second  type.  The 
teacher  who  understands  children's  interests  knows  that  they  have  a  great  deal 
to  say.  Tap  the  right  spring,  and  there  is  likely  to  be  an  adequate, — if  not 
a  copious^ — flaw  of  ideas.  (See  oral  and  writte^i  composition  and  suggestive 
topics,  below.) 


40  LANGUAGE — FIRST    YEAR. 

in — Vocabulary — Almost  as  necessary  as  thoughts  is  the  possession  of  an 
adequate  stock  of  words  to  express  them.  Growth  in  ideas  and  growth  in  vocabu- 
lary are  really  inseparable;  a  new  word  means  a  new  idea,  and  an  idea  is  a  very 
vague  thing  without  its  symbol.  The  study  of  literature  is  the  most  powerful 
mstrument  not  only  for  this  end,  the  enlarging  of  the  pupil's  vocabulary  from 
the  common  stock,  but  for  training  him  to  feel  the  signiticance  of  worvis,  their 
power  to  give  definite  sense  impressions, — the  shriek  of  the  locomotive,  the  flash 
of  the  lightning,  the  spiciness  of  the  apple—;  to  paint  pictures— "the  snake 
poured  itself  into  its  hole"—;  to  suggest, — "In  came  Mrs.  Kezziwig,  one  vast 
substantial  smile."  Every  other  subject,  however,  must  also  make  its  definite 
contribution  to  the  children's  stock  of  words.  The  vocabulary  work  throughout 
the  eight  grades  should  be  continuous  and  systematic,  from  n'.erely  knowing  the 
meaning  of  words,  through  recognizing  the  value  of  the  defii'itc,  concrete  word, 
to  a  fair  discrimination  in  the  use  of  words.  But  the  mere  knowledge  of  these 
things  is  of  little  service  in  composition.  The  word  itself  must  have  the  habit 
of  dropping  off  the  tongue  and  pen.  Professor  Palmer  says  a  word  used  three 
times  is  thereafter  a  part  of  one's  own  vocabulary. 

Skill  in  using  the  dictionary  is  essential  to  the  mastery  of  words.  Definite 
work  of  this  character  should  begin  at  least  by  the  fifth  year.  Children  should 
be  drilled  to  find  words  quickly  and  to  interpret  easily  the  marks  that  indicate 
their  pronunciation  and  syllabication.  Though  the  dictionary  is  an  ever-ready 
friend,  it  should  not  be  leaned  upon  too  persistently.  Reading  will  be  a  tire- 
some performance  if  it  entails  constant  reference  to  the  dictionary,  and  the 
dictionary  alone  cannot  teach  the  use  of  words.  The  meaning  of  a  word  derived 
from  the  context  by  the  pupil  himself  has  a  clearer  significance  than  any 
definition  can  give.   (See  more  detailed  discussion  under  Reading.) 

IV — Good  Habits  of  Speech — The  man  who  does  not  know  enough  to  comb 
his  hair  every  morning,  to  keep  his  hands  decently  clean,  to  eat  his  soup  without 
attracting  undue  attention,  is  more  or  less  ostracised  from  good  society.  That 
IS,  we  have  standards  of  decency  in  these  matters  that  people  who  wish  to 
amount  to  anything  must  live  up  to.  The  same  is  true  of  speech,— only  the 
children  do  not  see  it.  It  is  the  business  of  the  teacher  to  convince  them  of 
the  fact  that  to  say  "I  seen  it"  is  just  as  prejudicial  to  their  standing  in  the 
world  as  to  go  about  with  hayseed  sticking  to  their  clothes.  The  best  way  to 
get  rid  of  bad  habits  of  speech  is  to  establish  good  ones, — that  is  to  emphasize 
saying  the  right  thing,  rather  than  not  saying  the  wrong.  Below  is  printed  a 
list  by  grades  of  all  the  errors  to  be  worked  on  throughout  the  eight  years. 

The  method  is  progressive,  beginning  in  the  first  year  with  those  words 
that  really  are  not  words,  (Children  need  merely  to  be  told  that  these  forms 
are  never  to  be  used,)  continuing  through  specific  errors— particularly  certain 
wrong  verb  and  pronoun  forms,  double  negatives,  and  illiterate  pronunciations 
(covering  enunciation),— to  generalizations  in  the  seventh  and  eighth  years,  when 
grammar  is  taken  up  as  an  aid  to  correct  speech.  The  method  is\lso  cumulative, 
calling  for  a  few  errors  to  be  attacked  at  one  time,  but  not  to  be  dropped  until 
they  are  practically  eliminated.  The  array  looks  formidable,  but  if  attention  is 
concentrated  on  the  two  or  three  errors  noted  for  each  month,  and  all  others 
ignored,— remembering,  however,  that  an  error  once  attacked  is  not  to  be 
dropped  until  mastered— the  result  will  be  surprisingly  gratifving.  The  great 
difficulty  will  be  that  teachers  find  it  hard  to  work  for  the  extermination  of 
only  a  few  errors  when  a  host  of  others  equally  bad  are  left  to  flourish  un- 
checked. But  firing  that  is  concentrated  on  one  particular  sector  is  much  more 
effective  than  that  diffused  over  an  entire  battle  front.  If  errors  noted  for  previ- 
ous months  (and  years)  are  still  made  by  a  majority  of  the  class,  they  must  be 
drilled  on;  and  if  those  noted  for  the  current  month  are  not  made,  errors  from 
the  following  month  should  be  attacked.  Recent  investigations  have  shown  that 
verb  and  pronouns  forms,  double  negatives,  and  faulty  pronunciation  are  ^he 
source  of  a  large  proportion  of  the  errors  made  bv  pupils.  If  these  types  of 
error  are  eliminated,  the  battle  for  good  speech  will  be  more  than  half  won. 
(See  suggestions  for  enunciation  and  pronunciation  under  Reading.) 


LANGUAGE — FIRST   YEAR.  41 

Improvement  in  speech  is  a  matter  of  training  the  ear,  and  such  training  is 
a  matter  of  persistent  drill.  Drills  to  be  effective  must  be  short — not  more  than 
three  or  four  minutes, — interesting,  and  varied.  If  pupils  are  convinced  of 
error,  they  will  find  the  work  for  improvement  interesting.  And  language  games 
furnish  the  best  types  of  short  and  varied  drills.  (See  books  of  such  games 
mentioned.)  The  verbs  lie,  sit,  rise  call  for  special  comment.  The  dif- 
ficulty here  is  that  the  ears  of  most  children  are  not  accustomed  to  the  sound  of 
the  words  lie,  lying  (meaning  the  act  of  reclining),  lay  (to  express  past  time), 
has  lain,  etc.  The  drill  must  make  these  familiar,  everyday  words,  associated 
with  the  proper  acts, — the  acts  of  lying  (resting  in  a  reclining  position),  of  sitting 
(resting  in  an  upright  position),  of  rising  (getting  up,  or  going  up).  All  these  acts 
involve  only  one  person  or  thing,  the  one  that  lies,  sits,  rises.  The  children  should 
see  clearly  the  difference  between  the  acts  of  lying  and  laying,  sitting  and  setting, 
rising  and  raising.  The  terms  tran^sitive  and  intransitive,  however,  should  not 
be  used  until  seventh  grade.  The  drill  should  then  be  on  the  expressions  that 
represent  the  acts  of  lying,  sitting,  rising.  Any  sentences  used  in  drills  should 
be  natural,  sensible  sentences,  such  as  children  might  really  use. 

V — Oral  Composition. 

Children  consistently  dislike  composition.  They  should  on  the  contrary  find 
it  interesting  and  delightful.  They  probably  will  do  so  if  the  right  kind  of 
motive  can  be  furnished  them, — an  achievement  easier  to  recommend  than  to 
realize.  In  many  instances  the  motive  will  be  the  pupil's  desire  to  show  the 
teacher  that  he  has  mastered  certain  facts,  but  much  more  often  it  should  be 
to  tell  others  what  he  has  seen  and  done  or  how  to  do  something — as,  how  to 
set  a  bird  trap;  to  air  his  opinions  on  various  subjects — as,  whether  white 
rabbits  make  desirable  pets,  whether  a  canary  and  a  cat  can  be  kept  in  the 
same  house,  or  whether  Rip  Van  Winkle  deserved  the  affection  of  the  com- 
munity; to  give  the  class  the  benefit  of  his  "research"  in  connection  with  topics 
of  nature  study,  geography,  and  other  subjects;  to  let  his  inventive  faculty  run 
loose  in  imagining, — for  example,  what  he  would  do  with  Aladdin's  lamp.  Help 
the  pupil  to  see  that  he  has  something  to  say,  and  h-e  will  do  the  rest  with 
enthusiasm  and  vigor. 

The  composition  in  the  first  four  grades  will  be  largely  oral, — in  the  main 
of  the  conversation  type,  though  by  the  fourth  year  pupils  should  be  able  to 
speak  in  a  connected 'way  on  a  topic  for  a  minute  or  two.  The  younger  children 
like  to  talk  about  their  home  life.  They  can  also  be  interested  in  observing  and 
talking  about  the  larger  world,  the  signs  of  the  seasons,  birds,  flowers,  animals. 
In  the  first  two  years  most  of  the  oral  work  however,  will  grow  out  of  the 
stories  and  poems  read  and  told  them.  Dramatization  furnishes  one  of  the  best 
opportunities  for  this  kind  of  work,  to  be  used  frequently  in  the  first  three 
grades,  and  occasionally  even  through  the  eighth  grade.  In  the  earlier  years 
the  stories  that  the  children  'know  furnish  the  material  almost  exclusively,  but 
in  the  later  years  pupils  may  also  improvise  little  dramatic  sketches  illustrating 
their  notions  of  the  customs  of  other  countries  and  other  historical  periods. 
Reproduction  of  stories  is  a  valuable  type  of  oral  work  in  the  first  three  grades, 
but  it  is  doubtful  if  it  should  be  continued  later,  unless  the  story  is  reproduced 
from  a  different  point  of  view  as,  for  example,  telling  the  story  of  Ulysses 
and  Polyphemus  from  the  point  of  view  of  the  latter.  Fourth  grade  children 
grow  weary  of  hearing  one  of  their  number  relate  a  story  that  they  know  as 
well  as  the  narrator.  Under  such  circumstances  there  can  be  no  stimulating 
motive  for  the  speaker.  Special  effort  should  be  made  to  prevent  the  bovs 
and  girls  of  the  higher  grades  from  losing  interest  in  oral  composition.  Use 
every  opportunity  to  give  them  worth-while  things  to  discuss.  They  might  plan 
and  carry  out  special  exercises  for  holidays  and  other  important  occasions.  Some 
eighth  grades  have  very  successfully  organized  themselves  into  clubs  to  discuss 
current  events  two  or  three  times  a  month. 

VI — Written  Composition. 

Much  that  has  been  said  of  oral  applies  equally  to  written  composition. 
Children  should  like  it,  and  will,  if  the  proper  motive  is  found.     In  this  respect 


42  LANGUAGE — FIRST   YEAR. 

the  problem  of  written  composition  is  the  more  difficult  of  the  two.  The  pupil 
is  likely  to  feel  that  he  is  writing  only  for  the  teacher, — and  that,  too,  without 
really  having  anything  to  say  to  her.  As  far  as  possible  have  pupils  read  their 
compositions  to  the  class, — for  them  to  realize  that  written  work,  too,  is  ad- 
dressed to  an  audience.  In  the  higher  grades  appeal  to  the  pride  of  authorship, 
preserving  the  best  work  of  the  class  in  a  class  book.  Letters  are,  perhaps,  the 
easiest  type  of  written  work  to  provide  with  motive,  and  they  are  also  the  most 
practical.  Explanations — in  the  main,  of  how  to  do  things  and  of  personal 
opinions — rank  second  in  practical  value,  and  first  in  logical  training.  Children 
are  naturally  interested  in  hearing  and  telling  stories.  Descriptions  should  be 
called  for  sparingly — in  the  earlier  years,  certainly, — though  picturing  the  scenes 
and  persons  in  a  poem  or  story  is  an  invaluable  aid  in  the  study  of  literature. 
The  older  boys  and  girls  are  becoming  interested  in  people  as  people,  especially 
those  they  read  about,  and  so  they  should  occasionally  write  short  personal  de- 
scriptions and  character  sketches.  Eighth  year  pupils  also  delight  in  arguing  the 
right  and  wrong  of  certain  actions,  as  for  example.  Should  Brutus  have  joined 
the  conspirators?  Although  the  dramatization  in  the  earlier  years  should  be  en- 
tirely oral,  from  the  fourth  grade  on  pupils  might  occasionaly  write  out  a 
dramatic  sketch  in  dramatic  form.  Later  they  should  have  practice  in  writing 
narrative  dialogues,  employing  at  first  only  unbroken  quotation,  but,  by  the 
seventh  year,  mastering  the  more  difficult  form.  Such  dialogues  should  always 
have  some  point ;  they  may  tell  or  suggest  some  incident,  show  the  character 
of  the  speakers,  or  reveal  an  interesting  situation.     (See  Helps  below.) 

As  writing  presents  certain  difficulties  not  encountered  in  speaking,  a 
written  composition  should  rarely  exceed  one  paragraph,  even  in  the  eighth 
grade.  The  outline  of  the  course  calls  for  a  knowledge  of  only  the  form  of 
the  paragraph,  because  it  is  to  be  doubted  if  elementary  school  pupils  can  be 
expected  to  develop  any  real  "paragraph-.y^».s-e".  The  form,  however,  should  be 
thoroughly  mastered,  and  in  evfry  paragraph  written  in  any  class  the  correct 
form  should  be  essential  to  a  passing  grade.  The  same  is  true  of  letters,  both 
friendly  and  business.  After  the  necessary  drill  has  been  given,  a  letter,  in 
respect  to  form,  should  be  graded  either  lOO  or  below  passing;  there  should 
be  no  middle  ground.  Pupils  must  also  be  made  to  feel  the  same  necessity  for 
observing  good  form  in  the  technicalities  of  writing  as  in  habits  of  speech.  With 
the  possible  exception  of  a  few  cases  of  capitalization  and  spelling,  after  suf- 
ficient drill  there  is  no  reason  why  a  IQO  per  cent  standard  should  not  be 
insisted  upon.  Copying  and  dictation  are  invaluable  aids  in  fixing  these  matters 
of  form.  The  ability  to  copy  accurately,  with  reasonable  speed,  is  also  a  busi- 
ness asset,  and  all  pupils  in  the  public  schools  should  be  given  this  training.  As 
soon,  however,  as  the  pupil  can  be  counted  upon  to  copy  accurately  and  rapidly 
he  should  be  excused  from  such  work.  Dictation  is  particularly  useful  in  test- 
ing a  pupil's  mastery  of  these  mechanics  of  writing:  Both  cot)ying  and  dictation 
should  of  course  begin  with  short  sentences,  and  from  the  first  correct  methods 
should  be  observed.  A  pupil  should  learn  to  look  at  a  sentence  only  once  and 
then  copy  it  without  a  mistake;  in  dictation,  he  should  listen  while  the  teacher 
reads,  and  then  write.    The  teacher  should  not  repeat. 


LITERATURE. 
Introduction.    (See  also  Suggestions  in  Outline  for  Reading.) 

L  Purpose  of  Teaching — In  the  eight  years  of  the  elementary  school, 
children  should  become  acquainted  w-ith  a  considerable  body  of  literature,  the 
best  that  they  are  capable  of  enjoying.  In  such  literature  the  experience  of  the 
race,  the  insight  of  the  best  minds  into  life  and  the  human  spirit,  their  delight 
in  truth  and  beauty,  have  been  preserved ;  and  all  these  are  the  rightful  heritage 
of  every  American  child  who  can  take  them.  If  he  does  not  find  them  in  the 
home,  he  must  find  them  in  the  school.  Since  in  these  early  years  he  can  grasp, 
at  most,  only  a  few  of  these  treasures  of  the  world's  literature,  the  chief  purpose 
of  the  teacher  should  be  to  make  him  want  more. 


LANGUAGE — FIRST  YEAR.  43 

IT.  Plan — The  ideal  course  would  be  different  for  different  children,  yet 
would  include  a  certain  invariable  center  alike  for  all,  so  that  this  common 
center  might  help  to  hold  together  all  English-speaking  people.  The  course 
outlined  here  is  a  compromise.  It  is  not  ideal ;  it  is  very  meager,  and  should 
be  supplemented  to  suit  individual  needs.  (See  lists  suggested  under  Reading.) 
But  small  as  the  amount  of  material  is,  it  is  too  much  for  the  crowded  time  of 
a  country  school  program.  In  the  first  two  years  the  literature  and  language 
must  be  taught  together ;  in  the  next  four  years  the  literature  may  be  divided 
between  the  reading  and  the  language  periods ;  in  the  last  two  years  it  must 
be  taught  chiefly  during  the  reading  hour.  After  the  third  grade  the  children 
can  read  and  enjoy  most  of  it  for  themselves,  if  the  mechanics  of  silent  reading 
are  mastered,  as  they  should  be,  in  the  first  four  grades. 

The  literature  included  in  the  course  is  chosen  with  several  distinct  ends 
in  view.  First  there  are  some  of  the  great  literary  masterpieces  of  the  world, 
which  all  later  writers  take  for  granted — the  Iliad,  the  Odyssey,  the  Arabian 
Nights,  the  Bible.  Then  there  are  the  Norse,  Teutonic,  and  Greek  myths  and 
folk-tales,  in  good  translations ;  and  American  Indian  legends  In  "Hiaivatha". 
All  this  material,  interesting  and  full  of  life  in  itself,  is  indispensable  as  a  back- 
ground for  further  reading.  Then  there  are  modern  wonder-tales  and  stories, 
each  selected  for  its  human  value  and  its  admirable  style ;  and  a  few  choice 
bits  of  essays  and  speeches.  Besides  the  prose,  a  considerable  body  of  poetry 
is  presented,  varied  to  appeal  to  all  tastes,  and  to  make  children  feel  that  a  poem 
is  not  a  pretty  sentiment,  but  a  vivid  experience.  An  attempt  has  been  made  to 
grade  this  poetry,  so  that  each  poem  will  prove  neither  too  hard  nor  too  easy 
for  growing  minds ;  but,  since  the  mental  ability  and  the  experience  of  children 
in  the  same  grade  differ  so  widely,  perfect  adaptation  is  impossible. 

There  has  been  a  special  attempt  to  incorporate  in  this  course  literature  that 
expresses  the  ideals  and  the  beliefs  of  a  true  democracy,  as  well  as  loyalty  and 
heroism  and  the  love  of  country.  In  the  upper  grades  this  material  has  been 
arranged  to  correlate  with  the  history  work  so  far  as  possible;  in  the  first  five 
grades  it  is  to  be  connected  with  Thanksgiving  Day  and  with  Washington's 
and  Lincoln's  birthdays.  Instead  of  Barbara  Frictchie,  with  its  falsification  of 
history,  the  verses  of  Frank  L.  Stanton,  Our  Country,  speaks  the  new  union  of 
North  and  South. 

ITT.  Methods  of  Teaching — (See  suggestions  in  outline  for  Reading.)  — 
The  first  principle  of  teaching  literature  is  to  teach  each  piece  of  it  for  its  own 
sake,  for  what  there  is  in  it.  There  is  no  poem  or  story  in  the  black  letters 
on  a  printed  page  any  more  than  there  is  music  on  a  sheet  of  paper.  Each 
reader  must  create  his  own  poem  or  story.  So  first  of  all  the  teacher  must 
realize  vividly  the  particular  thing  to  be  taught ;  then  he  must  help  the  pupils 
to  such  vivid  realization.  If  he  cannot  help,  he  should  at  least  not  hinder  the 
pupil's  imagination. 

There  are  several  ways  of  helping  the  imagination,  of  training  the  pupils 
to  make  real  to  themselves  what  they  read.  First  and  perhaps  most  important 
is  reading  aloud  well  to  them,  from  the  first  days  of  school  on.  If  the  teacher 
cannot  read  well,  she  should  learn  to  do  so;  and  meanwhile  let  the  best 
readers  in  the  school  do  it  for  her.  If  there  are  no  good  readers  in  the 
school,  perhaps  some  mother  or  friend  in  the  neighborhood  will  delight  the 
children  now  and  then  not  with  elocutionary  display,  but  with  straighforward, 
natural,  imaginative  reading.  Dramatizing  almost  forces  the  pupils  to  make  real 
the  characters  and  situations,  and  it  gives  the  whole  class  the  benefit  of  the  best 
imaginations  in  it.  Informal  acting  of  parts  with  appropriate  speech,  either  made 
up  or  read  from  the  book,  should  be  frequent,  not  only  in  the  lower  grades  but 
throughout  the  school.  Several  grades  or  the  whole  school  may  join  in  acting 
a  story.  Of  course  the  language  value  of  dramatization  is  great,  but  the  imagina- 
tive value  is  greater.  Pantomime,  or  dumb  acting,  is  almost  equally  helpful  in 
interpretation. 

Even  in  the  lowest  grades  pupils  should  be  encouraged  to  picture  in  words 
what  they  see  as  they  read,  adding  more  and  more  imaginative  details  as  they 


44  LANGUAGE — FIRST   YEAR. 

gain  more  power  of  concentration  and  of  expression.  Putting  the  scene  into 
words  produces  clearer  imaging  if  the  pupils  are  taught  at  first  to  shut  out 
real  objects  by  closing  the  eyes,  to  look  with  the  mind's  eye  and  to  tell  what 
they  see.  Sometimes  they  should  hear  as  well.  Besides  the  word-picturing, 
drawing,  painting,  paper-cutting,  making  niodcts],  diagrams,  and  maps  of  villages, 
houses,  forts,  and  the  like  will  both  test  and  increase  reaHzation,  and  should 
be  used  in  all  grades. 

Reading  is  discussed  and  outlined  elsewhere,  but  a  few  words  are  needed 
from  the  point  of  view  of  the  literature  teacher.  While  the  children's  oral  read- 
ing of  a  passage  may  be  a  test  of  their  understanding  and  realization,  their  silent 
reading  of  this  literature  is  after  all  the  most  important  part  of  the  problem 
for  them.  Children  in  the  fourth  grade  should  read  to  themselves  near  the 
teacher,  with  permission  to  ask  about  any  word  whose  meaning  they  do  not 
know.  In  asking,  they  should  be  required  to  read  aloud  intelligently  the  sen- 
tence in  which  the  word  occurs,  and  not  permitted  merely  to  spell  or  pronounce 
the  word  alone.  Then  they  should  be  helped  to  get  the  meaning  in  connection. 
Thus  they  are  taught  independence.  As  they  go  on  they  should  expect  themselves 
to  understand  what  they  read.  If  they  cannot  find  out  in  one  way  they  should 
in  another,  and  not  be  satisfied  not  to  understand.  This  does  not  mean,  of 
course,  that  they  should  seek  a  dictionary  definition  of  every  word.  If  a  child 
in  fifth  grade  has  only  third  grade  ability  in  reading,  he  should  read  third  grade 
literature  under  direction  until  he  has  more  ability.  Since  the  habits  of  the 
eye  and  the  mind  in  reading  are  established  before  the  end  of  the  sixth  grade, 
this  early  training  in  silent  reading  is  of  inestimable  importance  to  the  future 
education  and  mental  development  of  the  child.  Children  should  be  taught  to 
use  attention  and  imagirkation,  and  not  to  dawdle  over  a  book;  they  should  be 
taught  to  vary  their  speed  in  accordance  with  the  difficulty  of  the  material. 
Children  in  country  schools  have  considerable  time  to  read;  they  should  be 
given  interesting  books  which  will  tempt  them  to  use  that  time  well.  Many 
more  than  are  required  in  this  course  should  be  provided  for  each  grade. 

Some  special  suggestions  for  the  teaching  of  poetry  may  be  helpful.  Since 
each  poem  is  to  be  taught  for  what  there  is  in  it,  no  two  poems  should  be 
taught  exactly  alike;  and  since  each  poem  lives  only  in  the  imagination  of  the 
reader,  probably  no  two  teachers  would  teach  the  same  poem  exactly  alike.  The 
first  thing  the  teacher  must  do  is  to  make  the  poem  her  own  as  completely  as 
possible.  If  it  is  full  of  thought,  like  Kipling's  "If",  it  will  need  to  be  studied 
phrase  by  phrase  for  fullest  enjoyment.  Such  a  process  is  sometimes  called 
"picking  it  to  pieces";  but  it  should  not  be  really  that.  It  should  be  merely 
looking  more  deeply  into  the  poet's  meaning,  to  get  as  nearly  all  of  it  as  possible ; 
and  the  whole  poem  should  then  be  read  in  the  light  of  this  detailed  study.  Any 
poem — or  prose  passage,  for  that  matter — which  is  to  be  memorized  should  be 
first  understood  thoroughly,  and  so  it  may  need  to  be  studied  in  this  careful  wa' 
Pupils  should  themselves  feel  the  need  of  this  study,  and  should  enter  into  it, 
each  to  contribute  his  best  ideas.  Other  poems — as,  for  example,  "April  in 
England", — are  all  pictures  and  feeling.  Most  of  the  short  poems  indeed,  are 
filled  with  beautiful  pictures  which  hurried  readers  fail  to  see.  In  these  we  have 
the  true  mood  of  poetry — the  lingering  over  experience — and  the  children  should 
be  taught  to  stop,  look,  and  listen, -entering  into  the  poet's  feelings  by  remember- 
ing similar  experience  of  their  own.  A  story  poem  may  be  dramatized  or  retold 
from  another  point  of  view.  A  humorous  poem  or  bit  of  nonsense  verse  needs 
only  to  be  read,  when  the  words  are  understood;  explaining  a  joke  is  deadly. 
The  chief  delight  of  other  poems  is  in  their  sound — for  example,  "Sweet  and 
Low"  and  "The  Bugle  Song."  Indeed,  all  true  poetry  is  meant  to  appeal  to  the 
ear,  and  should  be  read  aloud.  A  slight  pause  at  the  end  of  the  line,  an 
avoidance  of  sing-song  beat  on  the  one  hand  and  prose  matter-of-factness  on 
the  other,  a  flowing  tone,  and  true  enunciation  of  vowel  and  consonant  sounds 
are  essential  to  good  oral  reading  of  poetry.  The  beauty  of  the  English 
language  as  the  poets  have  written  it  is  worth  giving  the  children  to  hear. 

The  work  of  contemporary  poets  has  not  been  included  in  the  course  be- 
cause it  is  difficult  to  appraise  and  also  difficult  to  obtain  in  form  for  the  pupils 


LANGUAGE — FIRST   YEAR.  45 

to  use.  Teachers  should  supplement  with  bits  from  the  best  that  is  appearing, 
things  they  enjoy  themselves.  It  is  unfortunate  for  children  to  get  the  impres- 
sion that  all  poets  are  dead.  They  should  be  encouraged  to  try  their  hands  at 
making  verses  and  jingles,  not  for  the  sake  of  language  work,  or  with  the  idea 
of  making  the  pupils  into  poets,  but  for  the  better  appreciation  of  the  difficulties 
that  poets  have  conquered  and  of  the  perfection  they  have  attained. 
Selections  for  Memorizing. 

Some  of  the  best  poems  and  prose  passages  for  memorizing  have  been 
starred  (*)  throughout  the  course.  Not  too  much  should  be  required,  but  indi- 
vidual pupils  may  learn  much  more  than  the  average  and  should  be  allowed 
considerable  freedom  of  choice.  Since  the  exact  wording  conveys  the  exact 
shade  of  meaning,  no  poem  is  really  known  until  it  is  known  by  heart.  Of  course 
nothing  should  be  memorized  parrot-fashion,  but  everything  thought-by-thought, 
picture-by-picture.  Eye-minded  pupils  find  writing  the  poem  a  help  in  learning 
it.  Memorizing  poetry  should  never  be  made  a  means  of  punisljment.  Poems 
learned  should  be  reviewed  from  grade  to  grade,  and  made  a  permanent 
possession. 

By  the  end  of  the  eighth  school  year  pupils  have  come  to  know  the  work 
of  a  good  many  American  authors  and  some  English.  In  the  upper  grades  it 
is  worth  while  to  try  to  make  the  children  acquainted  with  a  few  of  the  writers 
themselves.  Longfellow,  Whittier,  Lowell,  Holmes,  Stevenson,  Kipling,  Scott, 
Tennyson,  Browning,  Shakespeare,  and  Sidney  Lanier  are  interesting  to  know ; 
and  with  their  names  others  may  be  associated.  Perfunctory  biographies  should 
be  avoided  ;  but  with  pictures,  anecdotes,  and  readings  or  recitations  from  their 
works  the  characters  of  the  writers  should  be  revealed.  A  few  literary  facts 
and  dates  are  worth  knowing  as  matters  of  general  intelligence.  It  should  not 
be  forgotten,  however,  that  a  study  of  a  writer's  life  is  not  a  study  of  literature. 
A  Tabulated  List  of  Errors  in  Speech. 

Verbs — ain't,  brung,  dumb,  busted,  bursted,  drawed,  knowed,  et,  they  was. 
Errors  in  the  use  of :  may,  lie,  sit. 

Pronouns — hisself,  me  and  him,  me  and  Mary,  etc. 

Double  Negatives — ain't  got  no. 

Pronunciation — gimme,  lemme,  they  was   (for  there  was),    ketch. 

A  Tabulated  List  of  Technicalities  in  Writing. 

Capitals — For  the  first  word  of  a  sentence;  the  names  of  persons  and  the 
word  /;  for  the  abbreviations  Mr.,  Mrs. 

Punctuation — Sentence:  Period  at  end  of  telling  sentences;  question  mark 
at  end  of  asking  sentence.     Word :  Period  after  abbreviations  Mr.,  Mrs. 

Letter  Form — Simplest  letter  form ;  child's  name  and  address. 

To  erase  a  word,  draw  one  line  through  it. 

VII — Suggestive  Subjects  for  Composition — Oral  and  Written:  Subjects 
for  composition  should  be  definite  and  should  appeal  to  the  interests  of  the  child- 
ren. As  far  as  possible  class  discussion,  opening  up  the  possibilities  of  a  topic, 
should  precede  written,  and  also  formally  prepared  oral  work.  A  few  hints  and 
suggestions  may  turn  what  would  otherwise  be  a  disagreeable  task  into  an  inter- 
esting problem.  Not  only  the  subject,  but  also  the  purpose  of  the  particular 
composition  should  be  definite, — as  for  instance,  to  picture  a  lively  scene,  to 
show  what  an  intelligent  dog  will  do,  to  make  an  interesting  beginning.  The 
following  subjects  are  intended  merely  to  indicate  some  of  the  possibilities. 

Grades  I  and  II. 

Home  and  school  experiences.  Anything  in  the  larger  world,  of  interest 
to  the  children,  especially  those  things  connected  with  the  seasons,  and  the  way 
men,  animals,  and  plants  meet  the  seasons.     (See  Nature  Study  Outline.) 

Stories  read  by  the  teacher,  reproduced  and  dramatized  (in  a  very  simple 
way)  by  the  children. 

For  Dramatization — Among  others :  Little  Boy  Blue,  and  other  Mother 
Goose  Rhymes  (I).    Sif's  Golden  Hair  (I).    The  Elves  and  the  Shoemaker  (I). 


46  LANGUAGE — FIRST   YEAR. 

Aesop's  Fables    (I   and  II).     Most  of  the  Fairy  Talcs    (I   and  II).     Parts  of 
Hiawatha  (II).     Old  Pipes  and  the  Dryad   (II). 

For  Picturing — (The  teacher,  perhaps,  saying,  "Put  your  heads  on  your 
desks.  Tell  what  you  see  as  I  read.")  Autumn  Fires  (I).  My  Bed  is  a 
Boat  (I).    Thanksgiving  Day  (II).    The  Rain  (II).    Seven  Times  One  (II). 

Letters — Very  simple;  worked  out  in  class  first. 

B — Standards  in  Written  Work. 

Some  examples  of  work  done  in  the  various  grades,  with  a  few  explanatory 
comments  are  given  here.  No  attempt  has  been  made  to  present  a  graduated 
scale  for  the  eight  grades. 

(Average  Work  for  the  Last  Half.) 
Snow. 

Snow  comes  in  winter.     It  is  white  and  cold. 

I  like  to  have  the  snow  fall.     Then  I  can  ride  on  my  sled. 

Helps — A — Letter  Forms. 

The  teacher  who  prefers  the  "block"  to  the  "slant"  system  shown  here 
should,  of  course,  teach  that.  The  point  is  to  teach  only  one  form,  and  to  teach 
that  thoroughly.  Although  these  letters  are  introduced  primarily  as  guides  to 
form,  the  types  may  prove  suggestive.  It  is  not  likely,  however,  that  a  pupil 
in  the  elementary  school  will  reach  the  standard  set  by  the  tirst  friendly  letter. 
A  pupil  in  the  third  grade  should  be  able  to  improve  somewhat  on  the  second 
grade  form  and  content. 

Very  Simple  Letter  Forms. 
(Written  Near  the  End  of  the  Year.) 

Dear  Mother, 

We  made  Christmas  trees 
today.     We  made  them  of  green  paper. 
We  put  red  candles  on  them.     We 
had    fun. 

Your  son, 

Donald. 

PICTURE  STUDY. 

The  list  of  pictures  offered  for  first  and  second  grades  is  merely  sug- 
gestive. The  aim  has  been  to  name  those  pictures  which  will  arouse  and  hold 
the  interest  of  young  children.  An  effort  has  been  made  to  select  reproductions 
of  works  of  value  from  the  art  standpoint  and  yet  keep  them  within  the 
comprehension  of  immature  minds.  If  the  picture  is  within  the  understand- 
ing of  the  children  to  whom  it  is  presented  we  may  be  sure  that  good  oral 
language  in  the  discussions  based  upon  it  will  be  the  result.  This  feature 
of  the  work  is  without  doubt  the  most  valuable  in  these  lower  grades. 

When  presenting  a  picture  the  teacher  should  remember  that  she  is  only 
the  leader  and  keep  herself  out  of  the  discussion  as  much  as  possible.  The 
leading  should  be  accomplished  through  suggestion  rather  than  through 
dictation. 

When  selecting  pictures  for  substitution  or  for  supplementary  numbers 
the  following  points  should  be  observed : 

(a)  The  picture  should  have  a  story  not  too  deeply  concealed. 

(b)  The  story  should  be  very  simply  told  and  easily  comprehended 
by  the  child. 

((t)     Stories  of  experiences  similar  to  the  child's  own  are  desirable. 

(d)  Much    life    and    action    in    the    picture    will    attract    and    hold 
attention. 

(e)  The  picture  should  have  value  as  an  art  product. 


LANGUAGE — FIRST  YEAR.  47 

Directions. 

If  possible,  each  child  should  have  a  copy  of  the  picture  to  be  studied  in 
his  hands.  Close  contact  means  much  here.  Work  principally  from  the  pic- 
ture itself.  Much  of  the  reading  matter  suggested  for  use  in  studying  pictures 
has  little  worth  as  literature  and  leaves  no  lasting  wholesome  impression.  Ex- 
cellent small  reproductions  of  the  pictures  listed  here  may  be  secured  for  a 
few  pennies  each.  These  may  be  purchased  by  the  children  or  they  may  be 
supplied  by  the  school.  When  supplied  by  the  school  and  kept  for  use  from 
year  to  year  the  reproductions  should  be  mounted  on  stiff  card  boards  of 
harmonizing  color  and  proportions.  It  is  essential  that  pictures  be  presented 
under  the  most  favorable  and  attractive  conditions. 

A  list  of  pictures  for  the  grades  beyond  the  second  should  meet  the 
demands  of  the  wider  interests  and  experiences  of  the  children  in  these  grades. 
At  the  same  time  new  thoughts  and  experiences  may  be  suggested  in  much 
the  same  manner  as  is  done  in  literature.  The  course  outlined  here  includes 
works  illustrative  of  many  interests  and  phases  of  life. 

It  is  possible  for  a  teacher  to  have  the  study  of  pictures  vitalize  and  en- 
rich some  of  the  more  prosaic  parts  of  a  course  of  study.  Pictures  of  animals 
may  be  used  to  advantage  in  the  study  of  humane  work.  Millet's  pictures  of 
labor  may  be  used  to  emphasize  the  dignity  and  beauty  of  joy  in  labor  under 
the  study  of  morals  and  manners.  Sir  Galahad  may  be  used  as  an  illustration 
in  studying  chivalry.  The  Spirit  of  '76  may  influence  the  development  of 
patriotism.  When  pictures  are  used  as  suggested  here  it  is  not  necessary  to 
adhere  to  a  definite  grading. 

When  picture  study  loses  its  joy  its  greatest  value  is  lost.  Do  not  make 
the  subject  a  burden.  Nothing  can  be  accomplished  through  force.  Let  the 
study  be  free  and  spontaneous. 

In  the  advanced  grades,  seventh  and  eighth  particularly,  an  elementary  study 
of  technique  may  be  undertaken  with  profit.  To  be  effective  this  study  must 
be  made  and  kept  interesting.  Points  in  composition  may  be  developed — the 
center  of  interest  and  how  the  artist  makes  the  observer  find  it  (size,  color, 
values,  attention  to  detail,  placing)  foreground  and  its  treatment ;  method  of 
subordinating  background. 

Biography  of  Artists. 

In  presenting  biography  choose  only  those  points  which  will  reveal  the 
life  and  spirit  of  the  artist  as  they  relate  to  his  work.  Do  not  suffer  unrelated 
matter  to  creep  in.  A  development  of  interest  in  the  artist's  life  and  work 
is  to  be  more  desired  than  the  retention  of  dates  and  unessential  facts. 

These  Points  May  Enter  Into  a  Biographical  Study. 

When  did  the  artist  live?  Where?  What  did  he  paint — animals,  land- 
scape, portraits?  How  did  he  feel  toward  his  subjects?  His  perseverance  in 
his  work.     Comparison  with  other  artists  working  on  similar  subjects. 

Anecdotes  which  will  shed  light  upon  the  character  of  the  artist  or  his 
spirit  in  his  work  should  be  made  much  of.  Avoid  those  references  which  are 
improbable  or  sensational. 

Aims. 

To  be  able  to  recognize  a  number  of  good  pictures  at  sight. 

To  be  able  to  describe  a  number  of  good  pictures. 

To  be  familiar  to  a  reasonable  extent  with  artists'  names,  their  pictures, 
subjects  and  style. 

To  be  able  to  recognize  pictures  which  have  not  been  studied  as  the  work 
of  a  certain  artist  because  of  similarity  in  subject  and  style  to  what  has 
been  studied. 

Above  all  to  have  a  desire  to  know  pictures. 
Read  the  Introduction  to  Literature  and  to  Language  and  Composition. 

I.  Aims — A.  In  literature,  to  make  the  children  acquainted  with  some  of 
the  best  fairy  tales,  fables,  jingles,  and  poems  appropriate  to  their  age;  and  to 


48  LANGUAGE — FIRST   YEAR. 

lead  them  to  take  delight  in  these.  B.  In  language,  to  lead  them  (i)  to  talk 
freely  about  the  things  they  are  interested  in;  (2)  to  speak  distinctly  and  in  a 
natural  tone;  (3)  to  form  certain  good  speech-habits;  (4)  to  make  a  beginning 
in  the  sentence-sense  (leaving  out  and's,  thcn's,  and  so's,  and  dropping  voice  at 
end  of  telling  sentence);  (5)  to  enlarge  the  vocabulary;  (6)  to  learn  a  iew 
technicalities  of  written  form. 

II.  Subjects  for  Conversation.     (See  above) 

III.  Types  of  Oral  Work — Conversation,  reproduction  of  stories,  drama- 
tization, memorizing  of  verses,  language  games. 

IV.  Types  of  Written  Composition — By  middle  of  year,  single  short  sen- 
tences copied  accurately  in  writing  or  with  card  letters;  toward  end  of  year, 
the  simplest  letter   form.     See  above.) 

ALTERNATION — In  crowded  country  schools,  the  language  work  of  the  First  and 
Second  years  may  be  alternated.  In  such  cases,  teach  the  first  year's  work  in  1918-19.  and 
each  alternate  year  thereafter,  and  the  second  year's  work  in  1920-21,  and  each  alternate 
year  thereafter. 

First  Month. 

Literature — *Mother  Goose :  Pease  Porridge  Hot,  This  is  the  Way  We 
Wash  Our  Clothes,  London  Bridge,  Humpty  Dumpty,  Sing  a  Song  of  Sixpence. 

Stories — The  Ant  and  the  Dove  (Aesop),  The  Ant  and  the  Grasshopper 
(Aesop),  The  Fox  and  the  Crow  (Aesop),  The  Little  Red  Hen  (First  Reader), 
The  Gingerbread  Boy   (23). 

Poems — Goldenrod  (i),  September  (16).  Autumn  Fires  (17). 

Habits  of  Speech — ''Alay  I  get  a  drink",  etc., — Use  may  always  in  asking 
permission.  "It  isn't  here"  (He,  she,  Mary,  etc.,  isn't). — never  "ain't"  or  "hain't"; 
"Give  me", — never,  "gimme";  "brought", — never,  "brung". 

Picture — Can't  You  Talk — Holmes. 

Second  Month. 

Literature — *Mother  Goose :  Old  King  Cole,  Little  Boy  Blue,  Little  Bo- 
Peep,  Mistress  Mary,  I  Love  Little  Pussy,  Hush-a-By  Baby,  One,  Two,  Buckle 
My  Shoe. 

Stories — The  Dog  and  His  Shadow  (Aesop),  The  Lion  and  the  Mouse 
(Aesop),  The  Crow  and  the  Pitcher  (Aesop),  The  Three  Bears  (5  and  2), 
Little  Red  Riding-Hood   (2),  How  Dame  Nature  got  Her  Frost  (9). 

Poems — The  Rock-a-bye  Lady  (6),  Cradle  Song — Sleep,  Baby,  Sleep  (Open 
Sesame  I  and  Reading^ — Lit.  II),  October's  Bright  Blue  Weather  (i  and  Gowdy), 
October's  Party   (i). 

Habits  of  Speech — Continue  work  begun.  Add  :  "Goldilocks  zvas  lying  in 
the  baby  bear's  bed",  "Who's  been  lying  in  my  bed?" — never,  "was  lying  in  bed", 
"has  been  laying  in  bed";  "let  me", — never,  "lemme" ;  "I  am  not",  or  "I'm  not", 
never,  "I  ain't". 

Picture — Squirrels — Landseer. 

Third  Month. 

Literature — *Mother  Goose:  Little  Miss  Muffet,  Old  Mother  Hubbard, 
Bye,  Baby  Bunting,  Simple  Simon,  Baa,  Baa,  Black  Sheep,  The  Old  Woman 
Who  Lived  in  a  Shoe. 

Stories — The  Fox  and  the  Grapes  (Aesop),  The  Lame  man  and  the  Blind 
Man  (Aesop),  The  Wolf  and  the  Kid  (Aesop),  Story  of  the  Pilgrims  and  of 
the  First  Thanksgiving  Day,  Little  Tuppen  (2),  The  Frog  Prince  (15)- 

Poems — *  November  (18),  *A  Happy  Thought  (17),  Thanksgiving  Day 
Lydia  Maria  Childs  (Open  Sesame  T  and  Baker  and  Carpenter  II). 

Habits  of  Speech — Add:  "May  I  sit  with  Mary?" — ne^'e>•  "^[ay  I  set  with 
Mary?";  "He  and  /  did  it", — never,  "Me  and  him",  etc,  "Zliey  aren't  (Tom 
and  Bob,  etc.)  ;  "aren't", — never,  "ain't". 

Picture — Dignity  and  Impudence- — Landseer. 

*The  numbers  and  titles — often  abbreviated — refer  to  certain  readers  and 
books  listed  on  page  67.  Most  of  the  poems  and  stories  may  be  found  in  other 
sources  than  those  indicated. 


LANGUAGE — FIRST  YEAR.  49 

Fourth  Month. 

Literature — *Mother  Goose:  Little  Jack  Horner,  As  I  was  Going  to  St. 
Ives,  There  was  a  Crooked  Man,  Little  Tommy  Tucker,  Hey  Diddle,  Diddle. 

Stories — The  House  that  Jack  Built  (23,  Baker  and  Carpenter  I),  St. 
Christopher  (11),  Holy  Night  (12),  The  Little  Pine  Tree  (Baker  and  Carpenter 
H),  Why  the  Sea  is  Salt   (Reading-Lit.  H),  The  Fisherman  and  his  \\"\h   (2). 

Poems — Why  Do  Bells  for  Christmas  Ring?  (20,  21),  *Away  in  a  Mang^  — 
Luther's  hymn  (20),  Hang  Up  the  Baby's  Stocking  (Planbook,  and  also  21). 

Habits  of  Speech — Add:  "May  Mary  and  /  sit  together?" — never,  "me 
and  Mary",  etc.;  "John  cli)iibed  the  tree", — never,  "John  chimb  the  tree"; 
"Catch  the  ball", — never,  "ketch". 

Picture — Madonna  of  the  Chair — Raphael. 

Fifth  Month. 

Literature — Stories :  The  Old  Woman  and  Her  Pig  (2;^  and  Baker  and 
Carpenter  I),  Sif's  Golden  Hair  (Baker  and  Carpenter  H),  Thor's  Hammer 
(2/),  Thor's  Journey  (2;^),  Tom  Thumb  (2,  also  Hearts  of  Oak  H),  What 
Broke  the  China  Pitcher   (9-2^),  The  Elves  and  the  Shoemaker    (Reading-Lit. 

II). 

Poems— *The  Drum  (6),  *A  Good  Play  (17),  *My  Bed  is  a  Boat  (i;).  The 
Snow   (21),  What  the  Snowbird  Said   (i)^  The  Stars'  Ball   (i). 

Habits  of  Speech — Add  :  "The  pitcher  burst  when  the  water  froze",- — never, 
"busted"  or  "bursted" ;  "I  drezv  a  picture".  "Mary  has  draivn  a  picture", — never, 
"drawed";  "He  did  it  himself, — never,  "hisself". 

Technicalities  in  Writinc — Capital  letter  at  beginning  of  sentences;  period 
at  end  of  telling  sentences ;  draw  only  one  line  through  a  word  to  erase  it. 

Picture — The  Knitting  Lesson — Millet. 

Sixth  Month. 

Literature — Stories:  The  Apple  of  Iduna  (27),  Baldur  (27),  Cinderella 
(2,  5  and  Heart  of  Oak  H),  The  Pig  Brother  (24),  Childhood  of  Washington 
and  Lincoln,  Valentine  stories. 

Poems — February  (i).  Pussy  Willow  (i),  *Little  Things  (Baker  and  Car- 
penter H  and  Open  Sesame  I),  *Thirty  Days  Hath  September  (Baker  and  Car- 
penter I),  *The  Flag  Goes  By  (Reading-Lit.  VH  and  21). 

Habits  of  Speech — Add:  "I  knew  it"  (He,  she,  Mary,  etc.  knew  it), — 
never,  "knowed" ;  "John  hasn't  any  oencil",  "I  haven't  any  book", — never,  "ain't 
got  no". 

Technicalities  in  W^riting — Add  :  Capital  letter  for  names  of  persons  and 
pronoun  /,  question  mark  at  end  of  question. 

Picture — Feeding  Her  Birds — Millet. 

Seventh  Month. 

Literature — Stories:  Jack  and  the  Beanstalk  (2,  and  Heart  of  Oak  H), 
The  Three  Pigs  (2),  Three  Billy  Goats  Grufif  (Riverside  H),  Puss  in  Boots 
(2),  Golden  Windows   (24). 

Poems — *The  Wind  (17),  *Twinkle,  Twinkle,  Little  Star  (21  and  Baker  and 
Carpenter  H),  How  the  Wind  Blows  (i),  Peter  Piper  (Baker  and  Carpenter  I), 
*The  Sugar  Plum  Tree  (6),  *The  Duty  of  Children  (17). 

Habits  of  Speech — Add  :  "There  was  a  pupp3^  in  the  school  room", — never, 
"They  was  a  puppy",  etc.;  "I  ate  the  apple"  (He,  sJie,  Mary,  etc.  ate  the  apple). 
— never,  "et". 

Technicalities  in  Writing — Add :  Capital  letters  as  needed  in  child's  name 
and  address,  (See  page  45)  ;  punctuation  of  child's  name  and  address. 

Picture — The  Sheep  Fold — Jacque. 

Eighth  Month. 

Literature — Stories:  Indian  Story  of  the  Robin  (10),  The  Origin  of  the 
Woodpecker  (10),  The  Birds  of  Killingworth  (from  Longfellow's  poem).  Dick 
Whittington  (Baker  and  Carpenter  III  and  Heart  of  Oak  II),  Snow  White 
and  Rose  Red   (15). 

Poems — *Singing  (17),  *The  Rain  (17),  *My  Shadow   (17),  *Bed  in  Sum- 


50  NUMBER — FIRST    YEAR.  ' 

mer  (17),  *Seven  Times  One  (4  and  Baker  and  Carpenter  III),  *Little  Birdie 
(Tennyson  and  in  Baker  and  Carpenter  III). 

Habits  of  Speech — Review,  with  special  drill  on  weak  points. 

Technicalities  in  Writing — Add:  Capitals  needed  in 'simplest  letter  form; 
punctuation  needed  in  simplest  letter  form ;  abbreviations  Mr.  and  Mrs. 

Definite  Results  to  Expect — Ability  to  write  or  make  with  alphabet  cards 
correctly  own  name  and  address ;  name  of  school ;  to  put  capital  at  beginning 
of  sentence;  to  write  /  as  capital;  to  put  period  and  question  mark  at  end  of 
sentences. 

Picture — The  First  Step — Millet. 


NUMBER. 

Most  six-year-olds  when  they  enter  school  have  made  a  beginning  in 
number.  They  have  usually  formed  a  concept  of  a  number  as  a  definite  group 
of  things,  and  they  have  learned  to  count,  that  is,  to  name  successive  numbers 
to  ten  or  twelve  or  farther.  Many  of  them  have  learned  certain  number  rela- 
tions such  as  three  is  one-half  of  six,  two  fives  make  ten,  etc.  They  have 
acquired  this  knowledge  in  their  plays  or  home  occupations  with  the  help  of 
playmates  or  parents  who  have  taught  them  the  language  in  which  they  express 
their  notions  of  number. 

After  they  enter  school  they  should  learn  about  numbers  in  the  same  in- 
formal way.  Whenever  in  the  various  school  exercises  number  is  involved,  the 
children  should  count  and  state  results.  Thus  in  the  school  adminstration  the 
pencils  needed  for  the  row  may  be  counted  in  advance  by  the  child  who  dis- 
tributes. The  child  in  reading  may  ask  for  the  third  word  in  the  fifth  line 
instead  of  pointing  to  it.  In  nature-study  the  six  legs  of  the  beetle  are  seen 
in  three  pairs  (three  twos  are  six)  ;  as  three  on  each  side  (two  threes  are  six)  ; 
as  two  directed  forward  and  four  backward  (two  and  four  are  six).  This 
related  number  work  should  not  be  thrust  into  other  exercises  unless  attention 
to  number  and  form  is  needed  to  make  the  thinking  definite  in  those  exercises. 
Besides  the  incidental  work  accompanying  other  exercises  there  should  be 
gradually  increasing  attention  to  numbers  for  their  own  sake  and  to  teach  the 
language  of  arithmetic.    The  work  of  the  first  year  should  be  chiefly  oral. 

Language  Forms — The  language  forms  used  to  express  numerical  opera- 
tions should  fit  the  actual  operations  with  groups  of  objects.  If  8  cubes  have 
been  separated  into  groups  of  two  each,  it  is  better  to  say.  Eight  divided  into 
twos  are  four  twos,  than  to  say,  Eight  divided  by  two  are  four.  Correct 
language  forms  should  be  taught  in  immediate  connection  with  the  objective 
facts  they  express.  Pupils  should  repeat  correct  forms  after  the  teacher  until 
they  are  learned.  Answers  to  questions  should  be  in  complete  sentences,  and 
the  teacher  should  see  to  it  that  the  children  image  clearly  the  objects  and 
operations  described  by  the  language  used. 

Construction — Expression  through  other  physical  activities  such  as  draw- 
ing and  making  are  even  more  valuable  than  language  in  fixing  notions  of 
number  and  form.  Care  should  be  taken  in  planning  this  work  to  make  the 
measuring  and  construction  aid  in  fixing  the  facts  it  is  desired  to  teach. 

The  following  objective  material  is  recommended.  It  may  be  bought  of 
any  good  school  supply  house  : 

Inch-squares  of  pasteboard,  small  box  for  each  pupil. 

Inch-cubes,  twelve  per  pupil. 

Paper  squares  for  folding,  6"  X  6"  and  4"  X  4". 

Blunt-nosed  scissors — one  pair  for  each  pupil. 

One  jar  library  paste. 

Pasteboard    rulers,    i"    X    6"    and    i"    X    12"   to   be    marked   by   the 
teacher  as  needed. 

Foot  rulers  of  hard  wood,  marked  in  inches,  halves,  and  fourths. 

Match-sticks  four  inches  long. 

One  box  tooth  picks. 


NUMBER — FIRST  YEAR.  51 

One  box  of  No.  8  rubber  bands. 

One  box  of  colored  sticks  of  assorted  lengths  for  stick  laying. 

One  box  colored  pegs. 

Pint,  quart,  half-gallon  and  gallon  measures. 

Twenty-nine  cards  4"  X  6"  marked  with  dots  like  dominoes,  exhibit- 
ing various  combinations,  sums  not  exceeding  10. 

Twenty-nine  cards  with  figures  instead  of  groups  of  dots. 
Counting — Attention  should  be  given  to  rapid  counting.  Children  enjoy 
counting.  Count  by  is  to  100,  2s  to  20,  by  5s  and  los  to  100.  The  most  of 
the  counting  is  with  objects.  Find  how  many  hands  in  the  class,  how  many 
eyes;  how  many  fingers.  Measure  with  yard  stick  and  count  the  number 
of  feet. 

Games — Games  stimulate  interest  in  counting  and  combining  numbers. 
Pupils  should  be  encouraged  to  play  such  games  outside  of  school  hours. 
Number  games  are  especially  useful  with  small  classes  in  the  lower  grades.  The 
following  are  examples  of  games  that  may  be  used  in  the  first  grade. 

1.  Bean  bag.  Each  player  throws  two  bean  bags  at  a  board  in  which 
there  are  holes  of  different  sizes,  the  count  for  each  hole  being  different.  The 
class  may  be  divided  into  groups  with  a  scorer  for  each  side.  By  making 
penalty  holes  subtraction  may  be  introduced  into  the  game. 

2.  Dominoes.  In  this  grade  the  pupils  play  the  game  that  involves  only 
matching  numbers. 

3.  Parchesi.  This  game  and  the  rules  for  playing  may  be  bought.  The 
same  is  true  of  dominoes. 

4.  Ten  pins.     Use  clothes  pins  and  a  ball  or  marble. 

Work  of  the  First  Year. 

Reading  and  writing  numbers  to  100. 

Counting  by  2s  to  20,  and  by  is,  5s  and   los  to  100. 

Addition — Sums  to  10. 

Subtraction — Differences,  minuend  not  greater  than  10. 

Multiplication — Beginning  of  multiplication  through  counting  equal  groups. 

Division — Finding  ^,  J^,  %  through  groups.  Yz,  Ys,  }4  of  objects  and  of 
groups  less  than  10. 

Measures — Inch,  foot;  cent,  dime,  dollar;  day,  week,  month;  pint,  quart; 
peck,  bushel. 

First  Half  Year. 

Entering  ptipils  should  be  tested  as  to  their  knowledge  of  number  so  that 
work  may  be  begun  at  the  proper  place.     Test  in  the  following: 

(a)  Counting. 

(b)  Recognizing  the  number  in  a  small   group   of  objects  without 
counting. 

(c)  Fundamental  operations. 

(d)  Fractions — Ability  to  show  ^,  5^,  ^  of  a  group. 

(e)  Units  of  measure  as  cent,  bushel,  quart. 
(/)     Recognizing  number  symbols. 

The  following  lines  of  work  are  suggested  to  be  begun  in  the  order  given 
below.  The  physical  activities  of  the  children  should  accompany  the  oral  work 
whenever  practicable.     The  various  lines  of  work  should  run  parallel. 

1.  Count  to  ten  with  objects.  If  any  child  says  one,  two,  three,  when  he 
really  means  first,  second,  third,  he  should  handle  the  entire  number  as  he 
gives  its  name.    Later  count  as  far  as  the  child  may  need. 

2.  Drawing  of  lines  of  given  measured  length.  For  this  provide  each 
child  with  a  pasteboard  ruler  i"  X  6"  marked  with  cross  lines  an  inch  apart. 

In  the  fourth  month  the  divisions  may  be  marked  by  figures.  Later  half- 
inch  divisions  extending  half  way  across  are  added.  Pupils  are  taught  to  make 
a  square  corner  (right  angle)  by  folding  the  edge  of  a  sheet  of  paper  upon 
itself,  and  to  draw  squares  and  rectangles  of  specified  sizes,  in  connection  with 
construction  work. 


52  CONSTRUCTION    WORK — FIRST   YEiVR. 

3.  Problems  given  by  teachers  and  pupils  to  one  another.  The  best  prob- 
lems are  those  whose  conditions  are  invariable.  How  many  wheels  have  two 
wagons?  is  better  than,  What  is  the  cost  of  two  pencils  at  four  cents  each?  The 
answers  should  be  simple  sentences.  Two  wagons  have  eight  wheels.  The 
two  pencils  cost  eight  cents. 

4.  Number  relations  are  frequently  involved  in  the  play  of  children.  Play 
setting  the  table  for  four  people.  Give  each  person  2  plates,  i  knife,  i  fork, 
3  spoons,  I  napkin,  i  glass. 

5.  Separation  of  groups  5 — 8  into  unequal  parts  and  statement  of  results 
as  an  addition,  or  a  subtraction :  Three  and  two  are  five.  Five  less  three  are 
two.     No  formal  drill  for  memorizing.     Use  the  flash  cards  and  dominoes. 

6.  As  soon  as  a  reader  is  taken  up  by  the  class,  the  figures  should  be 
learned. 

Fifth  Month. 

Draw  lines  in  construction  work  involving  the  half  inch.  Measure  off  a 
3'ard  and  give  problems  involving  feet  and  yards.  Teach  all  combinations  in 
which  the  sum  is  no  greater  than  6.  See  to  it  that  the  children  can  illustrate 
with  objects  such  combinations  as  three  and  two  are  five.  Learn  Roman 
numerals,  if  used  in  reader,  otherwise  defer  to  eighth  month.  Count  by  2s  to 
10,  and  by  3s  to  9.  Make  rectangles  of  inch  squares.  Count  by  2s  and  3s, 
on  the  foot  ruler.  Teach  the  language  forms :  Three  and  three  are  six.  Two 
threes  are  six.     Two  and  two  and  two  are  six.     Three  twos  are  six. 

Sixth  Month. 

Sums  and  differences  to  8.  One-half  of  group  of  2,  4,  6,  8.  Relations  of 
gallon,  quart,  pint,  taught  best  with  actual  measures.  Relations  of  cent,  dime, 
dollar.  Counting  and  writing  numbers  to  100.  Counting  to  100  by  lOs.  Show 
relations  of  one,  ten  and  hundred  by  cent,  dime,  and  dollar  and  also  by  using 
bundled  toothpicks. 

Seventh  Month. 

Sums  and  differences  to  10.  Emphasize  sums  of  equal  numbers.  Count 
objects  by  2s  and  3s  to  10.  Use  familiar  denominate  numbers.  Teach  the 
numbers  2,  3,  4,  5,  7,  8  through  the  relations  of  yard  to  foot,  bushel  to  peck, 
dollar  to  quarter,  dime  to  nickel,  nickel  to  cent,  week  to  day.  Teach  names  of 
days  of  the  week.  Count  to  100  by  5s.  One-half  of  even  numbers  to  10.  One- 
third  of  3,  6,  9.  Many  questions  like :  How  many  quarts  m  one-half  of  a 
gallon? 

Eighth  Month. 

Continue  the  practice  with  fractions.  Find  one-fourth  of  4  and  8.  Teach 
pupils  to  recognize  Yz,  3^,  ^  of  a  single  object.  Use  cards  and  other  devices 
for  drill  and  rapid  review  of  addition  and  subtraction  combinatrons.  Give  many 
problems  such  as :  There  are  4  pupils  in  the  first  grade  and  5  in  the  second. 
How  many  pencils  are  needed  for  the  two  grades?  John  was  In  school  3  days 
last  week.     How  many  days  was  he  absent? 


CONSTRUCTION  WORK. 

General  Remarks. 

The  construction  work  should  be  given  in  such  a  way  as  to  help  in  the 
teaching  of  all  other  subjects.  Children  love  to  make  things.  Extend  this  love 
for  doing  into  the  other  subjects. 

The  construction  work  may  be  correlated  with  number  work  by  making 
games,  toys,  flags,  calendars,  and  other  school  room  decorations  where  numbers 
of  things  are  made  of  varying  sizes. 

Construction  work  may  be  correlated  with  reading,  spelling,  history,  lan- 
guage or  story  telling  by  illustrating  in  cut  or  torn  paper  or  by  constructing  the 
objects  found  in  the  different  lessons,  using  any  medium  as  given  below. 

Construction  work  may  be  correlated  with  nature  study,  picture  study  or 
drawing  by  making  booklets  or  portfolios  to  hold  work,  pressed  flowers,  etc., 
or  by  constructing  the  objects  seen  in  pictures  or  drawings. 


CONSTRUCTION    WORK — FIRST   YEAR.  53 

Construction  work  may  be  connected  with  holidays,  birthdays,  seasons, 
sports,  games,  visits  to  town,  to  circus,  to  museums,  to  country  by  illustration 
or  construction  of  the  objects  seen  and  enjoyed. 

Construction  work  may  be  correlated  with  industries  of  the  community  or 
occupations  of  the  child  at  home,  as  helping  mother,  feeding  birds,  play  with 
dolls  and  pets  by  the  same  means. 

Construction  work  may  be  correlated  with  the  history  and  industries  of 
cotton,  wool,  paper  and  clay,  materials  used  by  the  children. 

At  all  events  never  give  construction  work  as  an  isolated  subject.  It  is 
wise  to  plan  the  drawing  and  construction  together  that  they  may  not  only  be 
connected  with  each  other,  but  together  may  be  connected  with  the  environ- 
ment of  the  child. 

The  child  must  be  impressed  before  expression  can  be  expected.  The 
teacher  should  show  many  pictures,  work  before  the  class  and  show  completed 
objects.  In  taking  up  a  new  subject  the  child  must  be  taught  how  to  handle 
the  new  material  before  he  can  express  himself  with  this  medium.  This  re- 
quires lessons  in  imitation,  dictation  and  pattern  work,  but  this  is  only  pre- 
liminary to  the  work  of  real  importance  which  develops  when  the  child  begins 
to  express  himself.  No  matter  how  simple  this  expression  encourage  it,  and 
note  his  interest  as  he  works  out  his  tiny  problem. 

Work  for  the  freedom  and  self-expression  of  the  child  as  of  prime  im- 
portance. 

When  any  medium  is  chosen  as  a  medium  for  expression  it  should  be 
used  alone.  Do  not  mix  mediums.  Push  each  medium  to  the  limit,  omit  the 
rest  and  the  results  will  be  surprising. 

Paper  is  an  excellent  medium  for  expression.  For  instance,  in  furnish- 
ing the  doll's  house  paper  is  used  to  represent  the  stones  or  bricks  about  the 
fireplace,  the  iron  or  andirons,  the  wood  of  furniture;  the  leather  or  cane 
of  chairs ;  the  mirror  of  dresser  or  sideboard ;  the  linen  of  table  covers ;  the 
brass  of  candle  stick  or  book  ends ;  the  porcelain  of  dishes,  etc.  In  Hke  manner 
paper  is  used  to  represent  different  kinds  of  curtains,  pictures  on  the  wall, 
matting,  tiling,  linoleum  and  rugs.  Most  effective  colonial  and  rag  rugs  are 
made  of  paper. 

Clay  is  a  splendid  medium  and  should  be  given  at  another  time.  It  gives 
a  good  understanding  of  solids.  Fruits,  vegetables,  flower  pots,  toy  dishes,  etc., 
may  be  made  with  clay.  An  entire  village  may  be  represented  by  using  clay 
for  houses,  stores,  streets,  walks,  trees,  people,  animals  and  wagons. 

Corn  husks  is  also  a  good  medium  and  has  a  wide  range.  Almost  any- 
thing made  from  tissue  paper  may  be  made  with  the  soft  semi-transparent 
husks  near  the  corn,  and  almost  anything  made  of  raffia  may  be  worked  out 
with  the  husks.  In  addition  many  things  not  of  tissue  paper  or  raffia  may  be 
made  of  corn  husks  as  they  have  the  advantage  of  being  stiff.  Ordinarily 
these  can  be  used  dry.  In  connection  with  the  husks,  stalks,  pith,  silk  and  stem 
of  the  husks  may  be  used.  The  different  kinds  of  things  that  may  be  made 
are  surprising;  dolls'  furniture,  dolls  from  every  nation,  grape  arbor,  grape 
vines,  figures,  benches,  mats,  rugs,  matting,  baskets,  barrel-stave  hammocks, 
hammocks,  flowers,  bags,  hats,  etc.  It  is  a  common-place  material  with  which 
many  of  the  children  are  familiar.  They  enjoy  seeing  it  change  into  an 
object  of  interest  and  they  feel  a  certain  pride  when  they  take  home  an 
article  made  of  it. 

Some  other  material  is  generally  needed  with  each  medium  in  order  to 
use  that  medium.  For  instance,  paste  with  paper,  tooth  picks  or  wooden  splints 
with  clay  (to  support  animals)  and  raffia  for  sewing  corn  husks,  cardboard 
foundation  in  mats,  etc.,  but  in  all  these  the  effect  is  that  of  one  medium. 

In  manual  training  wood  is  used  for  wood,  mirror  for  mirror,  leather  for 
leather,  etc.  We  have  a  real  miniature  object  perfectly  consistent  in  itself 
when  used  with  real  objects  and  not  used  in  connection  with  any  one  medium 
chosen  for  expression. 


54  CONSTRUCTION   WORK — FIRST  YEAR. 

The  same  problem  may  be  worked  out  at  different  times  with  different 
mediums. 

The  working  out  of  class  problems  gives  a  community  spirit  and  also  gives 
the  children  a  chance  to  choose  and  make  the  thing  at  Avhich  they  excel. 
The  following  suggestions  are  made  for  problems :  .Eskimo  village,  farm  yard, 
pigs,  pig  pen,  trough,  corn  crib,  chicken  house,  chickens,  animals,  wagons, 
barns,  etc.,  street  scene,  winter  scene,  skating,  etc.,  school  house  and  surround- 
ings, circus.  Indian  village,  Puritan  log  cabins,  vegetable  garden  fence,  scare 
crow,  bird  houses,  Colonial  kitchen,  Merry-go-round,  etc. 

Do  not  work  for  results  primarily;  work  for  the  self  activity  and  interest 
of  the  child.  The  results  will  be  satisfactory  if  the  child  is  interested.  Do 
not  give  in  any  case  a  problem  which  is  too  difficult  for  your  particular  class. 
If  the  children  have  not  had  kindergarten  work  some  of  these  problems  may 
be  too  hard.  Choose  and  find  out  what  they  can  do.  Do  not  be  afraid  to  try. 
The  teachers  are  generally  more  afraid  of  the  illustrative  work  than  the  children. 
Never  discourage  a  little  child.  A  real  interest  if  allowed  freedom  in  self- 
expression  will  do  the  hardest  work  and  produce  the  best  results. 

The  w^ork  of  the  first  and  second  grades  will  principally  be  paper  cutting, 
tearing  and  folding,  but  there  should  be  some  work  in  weaving,  in  clay  model- 
ing, in  the  use  of  ruler  and  with  corn  husks.  Never  let  a  holiday  pass  un- 
noticed. Objects  made  such  as  books,  toys,  trays,  boxes,  baskets,  etc.,  may  be 
decorated  with  simple  decorations  using  paper,  stick  printing  or  crayolas. 

From  the  first  grade  on  emphasize  design.  A  good  way  to  start  is  to  use 
strips  of  paper  placed  on  the  paper  objects  in  a  pleasing  way  or  to  repeat  a 
paper  unit  to  form  a  border,  etc.  Let  them  see  the  difference  in  use  of  a 
representative  picture  of  flower,  leaf  or  fruit  and  the  same  thing  adapted  as  a 
decoration  for  an  object. 

Let  the  child  work  from  imagination  largely  but  include  experiences  and 
a  small  amount  of  work  from  the  object.  Select  the  stories  of  people  and 
animals  in  action.  Landscape  in  itself  does  not  interest  little  children,  it  is 
only  as  a  back  ground  setting  we  can  bring  it  in. 

To  criticize  the  illustrations  from  imagination  look  for  the  telling  of  the 
story  as  that  is  of  prime  importance.  Talk  of  action,  size,  placement  and  color 
in  regard  to  telling  of  the  story  but  only  indirectly  of  proportion.  The  figures 
should  not  float  in  the  air  but  should  have  something  as  ground,  snow,  grass, 
or  floor  to  rest  on.  Call  attention  to  the  surroundings  or  place  of  action.  Let 
them  mount  their  illustrations,  it  is  the  unconscious  beginning  of  composition 
for  the  child. 

Much  of  the  success  of  teaching  depends  upon  the  ability  of  the  teacher 
to  adapt  the  construction  work  to  her  particular  school.  Feel  free  to  select, 
rearrange,  and  give  the  work  when  it  may  best  be  correlated  with  the  drawing 
or  other  studies. 

The  following  is  a  suggestive  outline  for  first  and  second  grades.  Many 
other  ideas  might  be  carried  out  but  there  is  room  for  selection  even  in  those 
given  as  there  is  more  than  can  be  done  in  the  time  allotted.  Illustration  of 
story  from  imagination  in  paper  cutting  has  been  included  in  each  month's 
outline,  but  may  give  way  to  construction  work  for  some  particular  season, 
such  as  Christmas.  In  both  grades  use  paper  cutting  and  make  posters  for 
"war  savings  stamps"  or  for  other  patriotic  reasons  such  as  "How  to  save", 
"How  to  help  my  country",  etc.    Make  at  any  appropriate  time. 

First  Month. 

Teach  the  children  how  to  tear  and  cufci  cutting  a  little  from  magazines, 
catalogues,  etc.,  cutting  out  paper  dolls  and  objects  connected  with  their  studies. 
Then  have  the  children  cut  from  imagination  to  illustrate  a  story.  Start  simple 
paper  folding  for  booklets,  and  problems  of  very  few  folds.  Later  give  the 
sixteen  square  fold.  Teach  to  cut  on  crease.  Show  them  how  to  make  many 
things,  by  imitation  lessons  using  this  fold.  After  they  have  made  these  things 
then  give  chance  for  original  work. 


COXSTRUCTIOX   WORK — FIRST  YEAR.  55 

Second  Month. 

Continue  to  cut  from  imagination  for  illustration  of  storj'.  Only  occasion- 
ally as  on  holidays  bring  in  objects  and  let  the  children  cut  from  object.  Bring 
in  pumpkin  at  Hallowe'en.  Make  souvenirs  and  school  room  decoration  for 
Hallowe'en.  Mount  autumn  leaves  on  oblongs  or  squares  made  by  paper  fold- 
ing. Attach  these  to  a  long  cord  so  as  to  swing  but  not  slip.  Use  as  a  school 
room  decoration.  Groups  of  leaves  may  be  placed  according  to  size  and  color, 
on  a  net  which  is  placed  in  the  window  where  the  sun  may  shine  through  the 
leaves.  Let  the  children  make  simple  house  of  sixteen  square  fold  and  let 
each  child  finish  in  an  original  way  by  supplying  the  necessary  surroundings. 
A  few  they  may  make  are  dog  house,  bird  house,  chicken  house,  summer  house 
with  sandy  beach,  boat  house,  barn,  store,  church  and  school  house. 

Third  Month. 

Continue  to  cut  from  imagination  for  illustration  of  story.  Make  school 
room  decoration  for  Thanksgiving.  Make  pumpkin  pies.  Cut  free  hand  circle 
of  orange  paper,  paste  on  manila  and  cut  manila  paper  a  little  larger  than 
orange  circle.  Crease  manila  paper  to  represent  crust.  Make  doughnuts  and 
apples  out  of  paper.  Make  Puritan  dolls  which  will  stand,  using  paper  folding 
and  free  paper  cutting.  An  older  grade  or  teacher  may  make  a  colonial  kitchen 
and  children  furnish  by  paper  folding  and  free  paper  cutting,  making  cradle, 
clock,  fireplace,  table,  foot  warmer,  churn,  rugs,  etc.  Fold  paper  and  make 
basket.  Cut  free  hand  and  make  all  kinds  of  paper  goodies  to  fill  basket,  like 
the  basket  taken  to  the  poor. 

Fourth  Month. 

Continue  to  cut  from  imagination  for  illustrations  of  story.  Make  pin 
trays,  candy  boxes  and  all  kinds  of  presents  made  by  paper  folding.  Make 
chains  and  decorations  for  school  room.  The  teacher  may  make  a  large  Christ- 
mas tree  out  of  paper  and  children  may  make  decorations,  little  objects  and 
toys  to  hang  on  the  tree.  Make  fireplace  with  row  of  stockings.  Make  stock- 
ings out  of  two  pieces  of  paper  pasted  together  on  all  but  the  top  edges.  Fill 
with  little  paper  toys.     Make  simplest  games,  blocks,  blotters. 

Fifth  Month. 

Continue  to  cut  from  imagination  for  illustrations  of  story.  Make  booklet 
called  doll's  villa  in  which  paste  pictures  of  furniture  for  each  room.  Furnish 
doll  houses  with  paper  folded  furniture  making  tables,  beds,  chairs,  rugs,  cur- 
tains, cradle,  book  case,  cupboard,  etc. 

Sixth  Month. 

Continue  to  cut  from  imagination  for  illustration  of  story.  Illustrate  stories 
from  life  of  Lincoln  and  Washington.  Make  Lincoln's  log  cabin  by  making 
house  of  sixteen  square  fold  and  pasting  over  it  strips  which  do  not  quite  touch 
each  other  to  represent  logs.  Fold  paper  hats  for  the  characters  and  decorate 
with  red.  white  and  blue.  Make  hatchets,  chimn-e}^  candlesticks,  sleds,  school 
room  decorations  and  valentines. 

Seventh  Month. 

Continue  to  cut  from  imagination  for  illustration  of  story.  Make  booklet 
in  which  to  paste  pictures  of  animals.  Make  simplest  portfolio  in  which  to 
keep  drawings.  W^eave  paper  in  the  simplest  way.  These  woven  mats  may  be 
folded  into  baskets  and  trays.  Weave  cotton  roving.  Study  cotton.  Weave 
on  notched  looms  which  have  been  made  by  an  advanced  grade  which  uses 
the  ruler.  The  simplest  kind  of  stringing  is  to  take  one  long  strand  and 
wrap  about  both  sides  of  the  loom  beginning  at  one  side  and  following  the 
notches  in  order.  Tie  ends  to  each  other  in  middle  of  back.  When  the 
threads  which  go  over  the  back  are  cut  through  the  middle  this  supplies  fringe 
for  two  ends.  For  mats,  fringes  at  the -other  two  sides  may  be  left  in  weaving, 
but  for  rugs  do  not  leave  fringes  in  weaving.  Plan  a  simple  stripe  design 
before  weaving.     These  rugs  should  be  for  their  real  dolls. 


56  WRITING FIRST    YEAR. 

Eighth  Month. 

Continue  to  cut  from  imagination  for  illustration  of  story.  Make  May 
baskets,  toy  kites,  park  benches.  Make  circus  on  the  sand  table  as  a  class 
problem.  Do  it  all  with  paper  or  all  with  clay.  Have  the  parade  wagons, 
animals,  boys,  dogs,  clowns,  side  shows,  tent,  ticket  office,  and  sign  boards. 
The  large  tent  may  be  made  of  wrapping  paper  decorated  with  red  paper. 
Merry-go-round  (which  turns)  with  seats  and  figures  is  easily  made  out  of 
paper. 

WRITING. 

Modern  opinion  agrees  that  good  writing  consists  in  the  ability  to  write 
legibly,  neatly,  and  rapidly,  and  with  power  of  endurance.  Formerly,  in  the 
time  of  the  copy  book,  legibility  and  neatness  were  the  only  requirements.  It 
is  to  be  noted,  however,  that  with  this  change  in  number  of  requirements 
there  has  not  been,  until  of  very  recent  years,  a  corresponding  change  in  the 
methods  of  instruction  employed  by  the  teacher  of  writing. 

Writing  has  too  often  been  looked  upon  as  one  of  the  necessary  but  un- 
interesting subjects  of  the  school  curriculum.  There  has  usually  been  no 
definite  goal  in  sight,  and  consequently,  there  have  been  no  carefully  systematized 
plans  for  the  development  of  this  subject,  from  the  crude  product  of  the  pupil 
of  the  first  grade  to  the  finished  product  of  the  boy  or  girl  of  the  eighth  grade. 

Words  and  sentences  are  placed  upon  the  blackboard  and  the  children  are 
asked  to  write  them  but  they  are  often  given  but  few  instructions  as  to  how 
they  should  write  them.  Sometimes  they  are  even  left  to  their  own  resources 
while  the  teacher  hears  another  class.  Can  we  expect  anything  but  labored 
finger-movement  from  this  so-called  writing?  Indeed,  it  would  be  far  better 
to  use  the  copy  book  than  to  use  this  makeshift  system;  for  when  the  copy 
book  is  used  the  child  has  at  least  perfectly  constructed  letters  from  which  he 
may  get  his  conception  of  form. 

As  a  consequence  of  the  foregoing  conditions  under  which  writing  has 
been  taught,  many  of  our  teachers,  enthusiastic  and  successful  in  the  teaching 
of  other  subjects,  have  failed  signally  in  the  teaching  of  writing.  The  proof 
of  this  failure  may  be  seen  in  our  high  schools  and  even  in  our  more  advanced 
schools  where  it  has  been  found  necessary  to  include  penmanship  in  the  curri- 
culum because  of  the  extremely  poor  writing  of  many  of  the  students.  There- 
fore, in  order  to  obtain  satisfactory  results,  the  methods  formerly  employed 
must   be   radically   changed. 

Happily,  through  the  efforts  of  modern,  progressive  thinkers,  definite  plans 
for  teaching  writing  throughout  the  grades  have  been  evolved,  and  in  many 
schools  they  have  been  put  into  effective  operation.  The  results  have  been 
such  that  teachers  who  were  formerly  indifferent  have  become  enthusiastic 
and  successful.  It  is  recommended  that  the  proper  school  authorities  select 
some  one  of  the  systems  of  muscular  writing  now  in  use  and  follow  the  in- 
structions and  suggestions  there  given. 

Some  slight  modifications  of  the  plan  suggested  may  be  found  necessary 
owing  to  unusual  conditions  which  often  arise,  but  the  resourcefulness  of  the 
teacher  should  lie  such  that  be  or  she  can  adjust  the  plan  to  the  changed  con- 
ditions, and  thus  follow,  for  the  most  part  the  directions  as  given  in  the 
publications  cited. 

The  following  plan  for  the  development  of  good  writing  is  a  brief  outline 
of  the  detailed  plans  to  which  reference  has  been  made. 

Place  Emphasis  on  : 

I.  Position  drills  for  training  pujiils  to  sit  and  write  in  good  postures, 
with  particular  reference  to  body,  arms,  and  head. 

Give  Instruction  in: 

I.     Board  practice  in  writing  letters,  easy  words,  and  short  sentences. 


NATURE-STUDY   AGRICULTURE — FIRST    YEAR.  57 

2.  Writing,  on  paper,  movement  drills  cind,  later,  easy  words  and  short 
sentences. 

Sp-cial  Directions  : 

The  first  year  of  a  pupil's  school  life  is  of  the  greatest  importance  for 
training  in  the  habit  of  sitting  correctly  for  writing,  of  placing  the  arms  in 
the  proper  position  on  the  desk,  and  of  holding  the  head  properly.  Pupils 
should  also  be  trained  to  hold  the  pencil  well,  and  to  place  and  hold  the  paper 
on  the  desk.  It  is  a  mistake  to  allow  a  child  to  form  wrong  habits  which  must 
be  cc«"i*ected  later.  Extremely  bad  habits,  such  as  gripping  the  pen  or  pencil, 
twisting  hand  to  right  or  left,  and  incorrect  finger  movements,  must  be 
corrected.  Care  must  be  taken  to  place  correct  copies-  before  the  pupils.  To 
this  end  it  is  essential  that  the  teacher  be  a  good  writer,  especially  upon  the 
blackboard.  No  writing  lesson  should  be  ever  carried  to  the  point  of  fatigue. 
There  should  be  no  assigned  "busy  work"writing  in  the  primary  grades. 

If  a  child  in  the  primary  grade  appears  to  be  left-handed,  an  attempt  should 
be  made  each  year,  up  to  the  fourth  grade,  to  induce  him  to  use  his  right  hand. 
If  then  he  persists  in  using  his  left  hand  when  working  independently,  he  may 
be  allowed  to  continue  that  way.  The  paper  should  be  turned  so  that  the 
writing  line  will  have  the  same  relation  to  the  left  forearm  that  it  has  to  the 
right  forearm  in  right-handed  children,  and  the  down  strokes  should  be  toward 
the  elbow  instead  of  toward  the  center  of  the  bodv. 


NATURE-STUDY  AGRICULTURE. 

Introduction. 

The  purpose  of  this  course  in  Nature-Study  Agriculture  is  to  bring  children 
into  intelligent,  sympathetic  touch  with  their  environment;  to  use  objects  and 
phenomena  of  daily  life  as  the  basis  for  a  definite  portion  of  school  education. 

If  the  work  fulfills  its  mission  it  must  have  the  nature-study  method  of 
approach;  that  is,  the  children  must  observe  and  handle  objects,  perform  ex- 
periments, make  collections,  and  use  tools.  It  will  thus  foster  independence  of 
thought  and  action  since  it  keeps  functional  the  open  mind,  the  spirit  of  inquiry, 
and  the  desire  for  truth.  At  the  same  time,  since  the  material  is  essentially 
agricultural,  it  will  tend  to  stimulate  an  appreciation  for  scientific  methods  of 
farming,  for  convenient  homes,  and  attractive  surroundings. 

The  home  projects  in  gardening,  farm  crops,  poultry  raising,  and  so  forth, 
may  well  be  given  first  consideration.  In  fact,  if  time  is  limited,  they  may  be 
made  the  center  for  much  of  the  other  work.  School  credits  should  be  given 
for  the  home  work  when  done  efficiently. 

The  course  includes  all  the  physiology  for  the  first  six  grades  imder  the 
title  "Health  Studies".  The  aim  of  this  phase  of  the  work  is  to  stimulate  early 
in  life  habits  that  make  for  good  health  and  physical  efficiency,  to  help  children 
to  become  sensitive  to  unhygienic  and  insanitary  conditions,  and  to  feel  a 
mutual  responsibility  in  promoting  the  health  condition  of  the  community. 

The  course  throughout  affords  teachers  an  excellent  opportunity  to  correlate 
the  nature-study  lessons  with  language,  handwork,  and  art. 

ALTERN.^TTON— The  First  Year's  work  in  Nature-Study  is  to  be  studied  the  school 
year  1918-19  and  each  alternate  year  thereafter.  It  is  used  in  September  of  even  numbered 
years.  The  Second  Year's  work  in  Nature  Study  will  be  studied  the  school  year  1919-^0 
and  each  alternate  year  thereafter.  Two  periods  each  week  should  be  devoted  to  actual 
contact  with  materials  studied,  and  three  periods  to  language  work  closely  cor.related  with 
nature  study. 

First  Month. 

Introductory — The  home  and  who  lives  there.  Work  of  each  member  of 
the  family.  Simple  discussion  of  the  rooms  and  furnit4.:re.  How  children  may 
help  to  make  the  home  a  pleasant  place  in  which  to  live. 

The    School   House — Who   provides    it?     Rooms    and    furnishings.      How: 


58  NATURE-STUDY  AGRICULTURE — FIRST  YEAR. 

children  may  help  in  making  the  school  room  pleasant  and  healthful.  Children 
assist  in  keeping  room  in  order.  Learn  use  of  oiled  cloth  in  dusting;  of  keep- 
ing everything  in  its  place. 

Yard  at  Home  and  School — Find  objects  that  make  yards  attractive. 
Trees — Select  one  tree  as  maple  or  poplar  for  special  study.  Note  size,  how 
the  branches  spread  out,  how  it  makes  shade  for  us,  etc.  Flowers — Recognition 
of  three  or  four  cultivated  flowers ;  nasturtium,  four-o'clock,  balsam,  simple 
study  of  colors.  Identify  a  few  wild  flowers.  Bird.s — Watch  for  birds  at  home 
and  at  school.     What  are  they  doing?     What  ones  are  in  large  flocks? 

Accompanying  Hand  Work — Cut  and  tear  forms  of  trees  studied.  Collect 
leaves  and,  if  present,  seeds  of  trees.  Color  outlines  of  birds.  Gather  bouquets 
for  school  room.     Make  paper  tables  and  chairs. 

Second  Month. 

Food — WTiat  the  garden  contributes  toward  our  food.  Collect  and  make 
simple  study  of  common  vegetables  and  fruits.  Classify  into  groups;  those 
that  grow  in  the  ground,  above  the  ground.  How  are  they  prepared  for  us 
to  eat?  Where  do  we  get  vegetables  when  we  have  no  gardens?  Where  does 
the  grocer  get  his  supply?  How  does  he  keep  them?  li  practicable  visit  a 
grocery  store  and  note  all  the  vegetables  and  fruits  the  grocer  has  for  sale. 
Special  study  of  three  or  four  vegetables,  potato,  carrot,  beet,  pumpkin. 

Seasonal  Changes — Name  of  season.  Shortening  of  days.  What  do  we 
play  in  autumn?  Special  work  of  the  season.  Preparation  for  winter;  storing 
food,  where  and  how ;  gathering  seeds  for  next  year's  planting.  Preparation 
of  plants  for  winter;  leaf  color,  dropping  of  leaves,  ripening  seeds.  Preparation 
of  animals;  migration  of  birds,  collection  of  nuts  by  squirrels. 

Hand  Work — Cut  or  tear  forms  of  vegetables,  mold  same  in  clay.  Gather, 
dry,  and  store  vegetable  and  flower  seeds.  Collect  colored  leaves  of  trees  and 
mount  on  cardboard. 

Third  Month. 

Weather — Shortening  of  days.  Make  a  cardboard  wall  chart  to  show 
weather  for  the  month.  Make  a  blank  calendar  form,  and  on  each  school  day 
paste  in  a  colored  disc  showing  kind  of  day,— yellow  for  sunny,  gray  for  cloudy, 
purple  or  blue  for  rainy.  In  the  margin  make  sketch  appropriate  for  the  month. 
Children  gradually  learn  days  of  week,  and  names  of  fall  months. 

Outdoor  Study — Changes  in  trees,  gardens  and  fields.  W^hat  work  are 
people  doing  out  of  doors  now? 

Food — Base  the  study  on  getting  ready  for  Thanksgiving  dinner.  What 
part  of  the  dinner  is  obtained  from  farm  crops,  from  our  own  garden,  from 
the  poultry  yard,  from  the  meat  market?  Make  a  detailed  study  of  pumpkin 
or  squash  ;  find  rind,  meat,  pulp,  seeds.  Where  are  the  seeds,  how  attached  to 
the  pumpkin?     How  is  pumpkin  prepared  for  pies?     Save  seeds  for  next  spring. 

Hand  Work — Collect  pictures  of  things  used  for  the  Thanksgiving  dinner. 
Mount  on  cardboard. 

Games — Identification  of  pictures  of  vegetables. 

Fourth  Month. 

Seasonal  Changes — Name  of  new  season.  Simple  observation  of  weather, 
keeping  chart  to  show  sunny  days,  cold  days,  stormy  days.  Effect  of  winter 
upon  home  activities.     Upon  school  sports. 

Holidays — Christmas.     Study  of  an  evergreen  tree,  spruce,  cedar  or  pine. 

Clothing — Changes  due  to  season.  What  do  we  wear  now  that  we  do 
not  wear  in  summer;  coats,  mittens,  overcoats,  etc.  Distinguish  between  cotton, 
woolen,  and  silk  cloth.  Sources  of  material  for  our  clothes.  Describe  visit 
to  dry  goods  store.  Who  buys  our  clothes,  who  makes  them?  Story  of 
primitive  clothing.     Indians. 

Health  Studies — Care  of  our  clothing.  Why  we  should  keep  it  clean. 
How  we  keep  it  clean.  Who  helps  in  washing  and  ironing  our  clothes?  Care 
of  feet;  dry,  clean  shoes;  value  of  rubbers.     Outdoor  exercise. 

Hand  Work — Cut  and  color  Christmas  trees.     Make  collection  of  different 


NATURE- STUDY  AGRICULTURE — FIRST  YEAR.  59 

kinds  of  cloth.     Mount  on  separate  pieces  of  paper  for  games.     Collect  pictures 
of  Indians. 

Games — Test  ability  of  children  to  name  different  kinds  of  cloth. 

Fifth  Month. 

The  Home  in  Winter — Closed  doors  and  windows,  storm  doors.  Fires 
to  keep  the  house  warm.  Simple  study  of  where  the  iires  are  and  what  is 
burning  to  make  the  fire. 

Household  Pets — Name  all  the  pets  you  have  at  home.  Where  does  each 
stay  at  night?  In  the  day  time?  Special  study  of  cat.  If  possible  have  a  cat 
at  school.  Food— How  does  it  eat,  drink?  Means  of  protection  from  cold, 
from  enemies.  Look  for  the  sense  organs,  eyes,  ears,  nose,  feelers.  How  is, 
a  cat  useful  to  us?  Why  we  like  cats.  What  do  some  cats  do  that  we  do 
not  like?  Who  has  ever  had  pet  kittens?  How  does  the  mother  cat  care 
for  them?     Wild  relatives  of  cat. 

Health  Studies — The  need  of  fresh  air  in  our  homes  and  school  house 
in  winter.  Exercise  in  sitting  and  standing  erect.  Chest  position.  Deep 
breathing. 

Cleanliness — How  to  keep  clean  rooms.  Sources  of  dust  and  dirt;  use  of 
damp  or  oiled  cloth  in  dusting.  Clean  towels,  clean  hands,  faces,  care  of  nails 
and  hair,  chapped  hands.  Keep  pencils  out  of  mouth.  Avoid  wetting  fingers 
to  turn  leaves  of  a  book.  Discuss  the  objects  that  we  use  to  keep  our  homes 
clean ;  broom,  dust  pan,  vacuum  cleaner,  etc. 

Hand  Work — Collect  pictures  of  cats  and  mount  on  cardboard. 

Sixth  Month. 

Sources  of  Food  in  Winter — Where  stored  in  the  home,  how  stored  ?  What 
we  get  from  the  grocer.     Describe  a  visit  to  a  grocery  store  in  winter. 

The  Cow  as  a  Source  of  our  Milk  Supply — How  she  should  be  cared  for. 
Her  foods,  habits.  Importance  of  cleanliness  in  milking;  care  of  milk;  where 
and  how  it  is  kept ;  its  various  uses ;  how  butter  is  made.  How  do  city  people 
get  their  supply  of  milk? 

Health  Studies — Good  things  for  children  to  eat  for  breakfast,  for  dinner, 
for  supper;  for  school  lunch;  good  habits  in  eating  and  drinking;  simple 
lessons  in  hygiene  of  nutrition,  care  of  teeth,  table  manners,  thorough  mastica- 
tion, regularity  at  meals,  temperance  in  eating  and  drinking;  value  of  good 
cheer  and  appetite. 

Hand  Work— Collect  pictures  of  cows.  Cut  outline  of  cow  and  color  with 
crayon.  Make  butter  and  cheese,  collect  pictures  of  good  foods  to  use  for 
breakfast. 

Games — Children  play  milk  man.     Keep  grocery  store. 

Seventh  Month. 

Signs  of  Spring — Out-of-doors;  awakening  plant  life,  grass,  dandelions, 
crocuses,  and  other  bulbs ;  trees,  pussy-willow,  maple  and  others  studied  in  the 
fall.  Follow  the  development  of  the  leaves,  flowers  and  fruits  of  the  silver 
maple  or  other  tree. 

Indoors — Cleaning  house,  taking  off  storm  windows  and  doors.  Putting 
away  winter  clothing. 

Wind — Watch  the  work  of  the  wind  on  a  windy  day.  What  good  things 
does  the  wind  do  :  dries  clothes,  dries  up  the  mud.  turns  wind  mills,  etc.  Plarm 
that  it  does.    Destroys  buildings,  trees. 

Spring  Rains — What  they  do  for  us. 

Health  Studies — Cleanliness  in  connection  with  house  cleaning.  Clean 
yards.     Spring  sports. 

Hand  Work — Make  pin  wheel  and  paper  boat.  Collect  pictures  that  shows 
signs  of  spring. 

Eighth  Month. 

Weather — Keep  a  simple  record  for  two  weeks  as  suggested  for 
November. 

Animal  Life — Birds  that  come  to  us  in  the  spring.     The  robin  as  a  bird 


60  PHYSICAL  TRAINING FIRST   YEAR. 

about  the  home.  Its  food,  habits,  nesting,  song;  destruction  of  injurious  insects. 
Other  birds  that  are  abundant  and  easily  identified. 

Hen  and  Chicks — Mother  care  of  young,  food,  shelter.  Watch  develop- 
ment of  chicks. 

Gardening — Start  window  gardens  in  egg  shells  or  boxes.  Plant  nastur- 
tiums, balsam,  radishes,  and  lettuce.  Watch  development  of  plants.  Encourage 
children  to  plant  the  same  kind  at  home.  Take  nasturtuim  and  balsam  plants 
home  to  set  out  in  garden.     Discuss  the  work  of  the  gardens  at  home. 

Hand  Work — Color  outlines  of  robin  and  blue  bird.  Make  a  chicken  yard 
in  sand  and  cardboard.  Mold  chicken  in  clay  or  cut  out  from  paper  and  color. 
Collect  pictures  of  chickens  and  make  chart. 


PHYSICAL  TRAINING. 

General  Directions. 

Aims — To  improve  health;  improve  posture;  to  cultivate  a  spirit  of  fair 
play  and  a  love  of  sport;  to  improve  carriage,  and  develop  grace  of  movement. 

Time — Two-minute  setting-up  drills  should  be  given  at  the  beginning  of 
each  period. 

Fifteen  minutes  should  be  allowed  for  physical  training.  This  should  be 
given  in  three  five-minute  periods  in  the  first  three  grades,  and  in  the  upper 
grades  in  one  or  two  periods. 

Spend  about  five  days  on  a  gymnastic  lesson,  alternating  with  rhythmic 
work  and  games,  making  the  work  cover  about  two  weeks  time. 

Place — Give  work  in  open  air  where  possible,  otherwise  in  halls  or  rooms, 
with  open  windows. 

See  that  the  floor  is  free  from  dust.  Children  should  remove  heavy 
sweaters,  etc.  Wear  light  tennis  shoes  for  work.  Inspection  for  clean  hands, 
fresh  handkerchiefs,  etc.  may  be  part  of  the  lesscm  if  time  can  be  given  for 
it.     (See  Course  in  Nature  Study.) 

Posture  training  should  be  started  in  the  second  month  of  the  third  grade 
work  and  be  continued  through  the  eight  grades.  A  posture  test  should  be 
given  every  month  in  all  the  grades. 

In  rural  schools  divide  the  work  and  give  first  four  grades  third  grade 
gymnastics  alternating  with  rhythmic  plays,  games  and  story  plays.  Progress 
the  next  year  to  fourth  grade  work.  The  upper  grades  may  be  given  fifth  grade 
work  and  gradually  progress  with  the  higher  grade  work. 

Teachers  should  supervise  the  play  at  recess  and  noon  hours. 

Brief  Description  of  Positions — Hip  grasp  position — hands  on  hips.  Head 
grasp  position — hands  placed  back  of  head.  Bend  position — arms  bent  upward  to 
shoulders,  elbows  against  ribs.  Cross  (a)  position — upper  arms  raised  to 
shoulder  level  forearms  opposite  chest.  Cross  (b)  position— arms  raised  shoulder 
level.  Cross  (d)  position — same  as  cross  (c)  with  palms  up.  Cross  (e) 
position — upper  arms  raised  shoulder  level,  forearm  bent  at  right  angles.  Reach 
position — arms  raised  forward  shoulder  level.  Stretch  position — arms  stretched 
over  head  palms  facing.  Close  position — feet  parallel.  Stride  position — feet 
four  foot  lengths  apart.  Walk  (a)  position — foot  placed  forward,  outward 
three  foot  lengths.  Walk  (/')  position — foot  placed  three  foot  lengths  forward. 
Toe  position — on  toes.  ^2  honk  (a)  position — one  knee  bent  at  right  angle. 
Prone  position — trunk  bent  forw-ard  .[5°. 

The  names  of  the  gymnastic  movements  are  listed  in  the  course  and  the 
commands  are  not  given. 

Books  containing  explanation  and  directions  helpful  in  teaching  this  work 
are  given  elsewhere  in  this  course.  Each  gymnastic  lesson  must  be  thoroughlv 
learned  by  the  teacher.  The  value  which  should  be  derived  from  each  move- 
ment should  be  kept  in  mind,  and  immediate  and  accurate  response  demanded 
from  the  pupils. 


PHYSICAL  TRAINING — FIRST  YEAR. 


6i 


alt. — alternating. 

backw. — backward. 

b.    b.    o.    h. — backward    bending    of 
head. 

bend. — bending. 

breath. — breathing. 

downw. — downward. 

fac. — facing. 

f.     b.     o.     t. — forward 
trunk. 

f.    d.    b.    o.    t. — forward    downward 
bending  of  trunk. 

fling. — flinging. 

forw. — forward. 

1.— left. 


Abbreviations. 

march. — marching. 

place. — placing. 

pos. — -position. 

j  ump. — j  umping. 

r. — right. 

R. — rhythmic. 

run. — running. 

S. — singly  on  command. 

s.  b.  o.  t. — side  bending  of  trunk. 

sidew. — sideways. 

St. — standing 

stoop. — stooping. 

stret. — stretch. 

twist. — twisting. 

upw. — upward. 

V2 — arm  or  leg  on  one  side. 


bending     of 


lat. — lateral. 

The  work  should  be  of  a  character  that  will  develop  coordination,  rhythm, 
and  imagination,  involve  contraction  of  large  groups  of  muscles,  and  quicken 
the  circulation  and  deepen  breathing. 

Story  plays  fill  a  large  place  in  the  physical  training  for  young  children. 

Form  of  Story  Play. 


Mo-i 

'CDlOlt. 

Example. 

I, 

Stretching- 

(often 

omitted). 

I. 

Putting  books  on  shelf. 

2. 

Leg. 

2. 

High-stepping  horses. 

3- 

Head. 

3. 

Looking  at  the  moon. 

4- 

Arm. 

4- 

Raking  leaves. 

5- 

Trunk. 

5- 

Driving  stakes. 

6. 

Precipitant 

6. 

Skipping  home. 

in 

Breathing. 

7  ■ 
the-m.. 

Blowing    on     fingers     to 

warna 


Example  of  Story  Play. 

Nutting — i.  Run  to  the  woods.  Stand!  Ready — go!  One  row  at  a  time 
runs  around  the  room  and  back  to  seats.     Run  lightly  on  toes. 

2.  Sighing  because  it  is  warm.  Breathe — in !  Heave  a  big  sigh.  Breathe 
■ — out !     Let  the  air  out.     Again — one  !     Two  ! 

3.  Shaking  nuts  from  trees.  Reach  up  get  branches.  Shake !  Shake ! 
Shake  hard  and  fast — go  !     Stop  ! 

4.  Gathering  nuts.  Down!  Stoop  dowm  and  gather  handful  of  nuts.  Up! 
Stand  and  put  nuts  in  basket.  Again — one !  Two !  See  who  can  get  his  basket 
full  first — go  !     Stop  ! 

5.  Throwing  nuts  to  squirrels.  One !  Hand  in  basket.  Two !  Away 
over  the  nut  tree,  throw.     Again — one !     Two ! 

6.  Skipping  home.  One  row  after  the  other  lightly  skips  around  the  room 
and  down  to  seats. 

7.  Tired.     Breathe — in!     Breathe — out!     Again — one!    Two! 

First  Month. 

Story  Plays — The  Play  Ground,  Picking  Apples,  Trees,  The  Farm. 
Games — Cat  and  Mice,  Mulberry  Bush,  The  Farmer  in  the  Dell.  Rhythms — 
March  single  file  around  the  room,  children  clap  hands  lightly,  marching, 
stopping  on  chord.  Animal  imitations:  rabbits  (%  time),  ducks  (44time). 
Running   (fast  march  time).     Rhythmic  Pla}- — The  Shoemaker. 

Second  Month, 

Story  Plays — -Nutting.  Raking  Leaves,  Cutting  Corn,  Halloween.  Games 
— Squirrel  and  Nut,  Squirrel  and  Trees.  Rhythms — March  in  twos  and  fours; 
animal  imitation,  high-stepping  horse (%  time).  Rhythmic  Plaj — Baa,  Baa, 
Black  Sheep. 


62  READING — SECOND   YEAR. 

Third  Month. 

Story  Plays — The  Miller,  Brownies  and  Elves,  Preparation  for  Thanks- 
giving, Going  to  Grandmother's.  Games — Review.  Rhythms — Marching  zig- 
zag fashion,  skipping.     Rhythmic  Play — Chimes  of  Dunkirk. 

Fourth  Month. 
Story     Plays — Skating,     Christmas     Toys.       Games — Slap     Jack,     Christ- 
mas Wreath.     Rhythms — Running,  skating   (slow  march  time).     Rhythmic  Play 
— Review  Chimes  of  Dunkirk. 

Fifth  Month. 
Story   Plays — The   Snow   Man,   The   Blacksmith,   The   Cowboy.     Games — 
Charlie  over  the  Water,  Looby  Loo.     Review  Rhythm.     Rhythmic  Play — Danish 
Dance. 

Sixth  Month. 
Story  Plays — The  Eskimo,  Lincoln's  Boyhood,  Valentine's  Day.     Games — 
Go   Round   and   Round   the   Village,    Teacher   and    Class.      Rhythms — Swinging 
(slow  waltz  time).     Rhythmic  Play — Simon  of  Zelle. 

Seventh  Month. 
Story    Plays — Ironing,    House    Cleaning,    Spring    Activities,    Cleaning    the 
Yard.     Games — Snail,  Jack  be  Nimble,   Kitty  White.     Rhythms — Jumping  rope 
(schottisch  time).     Rhythmic  Play — Review  Simon  of  Zelle. 

Eighth  Month. 
Story  Plays — Making  Vegetable  Garden,  Spring  Flowers,  The  Circus,  The 
Fairy  Queen.     Games — Railroad  Train,  Tag.     Rhythmic  Plays — Review. 


SECOND  YEAR. 


Text-Book — Second  Reader. 

Reading — Second  reader  or  readers.  Construction   Work — In    connection    with 

Spelling — From   readers   and   familiar  number. 

words.  Physiology    and    Hygiene — In    connection 

Language — Classic   Stories,   Poems  and  Pic-                      with   Nature-Study. 

ture  Study.  General   Exercises — Music,   Drawing,   Mor- 

Number — Combinations   from  ten  to  twenty  als  and  Manners. 

with   much  concrete  work.  Nature-Study — Garden,    orchard;  study    of 

Writing — Careful  practice.  the  weather. 

Physical  Training — Story    Plays. 


READING. 

Text-book  as  adopted  by  the  Board  of  Directors, 

Many  of  the  suggestions  as  to  method  and  material,  offered  on  the  First 
Year  work,  are  applicable  here.  The  large  vocabulary  of  the  first  year  is  to 
be  fixed  and  made  the  foundation  for  additional  work.  The  teacher  should 
have  plenty  of  illustrative  material  in  the  class — objects  and  pictures.  Pictures 
are  not  so  good  as  the  real  things;  so,  if  possible,  procure  objects — animals, 
birds,  flowers,  weapons,  tools,  etc.  The  vital  matter  is  to  have  this  material 
ready,  to  know  when  and  how  to  use  it.  If  allusions  occur  to  objects  of  which 
childrens'  memories  or  observations  may  be  imperfect,  materials  should  be  at 
hand  to  meet  this  need  of  further  experience  and  more  vivid  imagery.  Lessons 
may  be  prepared  for,  by  giving  the  children  excursions  to  the  farm,  the  store, 
the  market,  etc. 

Silent  Reading. 

The  children  should  be  encouraged  to  read  many  books  of  first  grade 
difficulty.  This  practice  in  extensive  reading  will  help  to  form  the  habit  of 
reading  and  will  build  up  a  literary  background.  The  teacher  should  keep  a 
record  of  outside  reading  and  thus  be  able  to  deal  with  each  child's  needs. 
Occasional  reports  from  children  on  stories  they  could  recommend  to  others 
will  be  helpful 


READING — SECOND     YEAR.  63 

In  class  the  silent  reading  should  be  rapid  and  accurate  in  getting  the 
thought.  Words,  phrases  or  short  sentences  may  be  written  on  the  board  and 
covered  with  a  map  or  window  shade.  As  the  map  is  rolled  up,  one  phrase  or 
sentence  is  exposed  and  quickly  erased.  The  child  is  asked  to  give  it.  Then 
the  map  is  rolled  again,  etc.  This  method  will  help  to  break  up  habits  of 
faltering  and  will  stimulate  quick  recognition  of  words. 

Pictures  are  to  be  found  at  the  head  of  many  lessons.  If  they  are  good, 
they  tell  enough  of  the  story  to  awaken  a  desire  to  know  more.  The  teacher 
may  tell  the  story  and  the  children  locate  the  parts  of  the  picture  that  have 
relation  to  the  story ;  or  the  children  may  describe  the  picture  before  reading 
the  lesson.  In  this  description  quite  likely  they  will  use  many  of  the  new 
words  which  will  occur  in  the  reading.  These  the  teacher  writes  upon  the 
board.  The  new  word  is  placed  with  its  associated  words  rather  than  isolated. 
However,  if  the  word  is  to  be  analyzed  phonetically  it  may  stand  alone.  If 
the  teacher  tells  the  story,  she  may  ask  members  of  the  class  to  repeat  it  from 
memory.  Encourage  the  class  to  talk  about  the  story,  the  characters,  and  the 
action. 

After  the  lesson  has  been  "prepared  for"  the  children  may  be  asked  to 
find  answers  from  the  reading  to  questions  which  the  teacher  proposes.  These 
questions  should  be  so  arranged  that  their  answers  will  move  the  story  along, 
and  so  phrased  that  the  answers  will  come  easily  in  the  words  of  the  lesson. 
One  question  may  necessitate  the  reading  of  several  lines. 

New  Words — For  silent  reading  the  meaning  may  be  obtained,  at  least  the 
main  line  of  the  thought,  without  knowing  every  word.  But  before  the  lesson 
is  concluded  drill  should  be  given  on  the  new  words.  Some  of  these  will 
probably  be  selected  by  the  pupil  because  they  stand  in  his  road  in  getting  the 
meaning.  He  should  be  encouraged  to  ask  questions  and  the  matter  should 
be  settled  before  going  on.  Other  words  the  teacher  will  select.  All  difficult 
expressions  will  be  made  clear  before  attempting  the  oral  reading. 

Oral  Reading. 

When  the  difficulties  of  the  text  have  been  thus  overcome  the  pupils  are  pre- 
pared for  reading  orally  the  story.  As  in  the  first  grade,  and,  in  fact,  in  all 
the  grades,  the  teacher  should  strive  to  set  up  a  real  motive  for  reading  aloud. 
If  this  is  done,  the  pupil  will  want  to  make  himself  heard;  he  will  use  voice 
enough  and  will  speak  distinctly.  He  may  be  held  more  closely  to  the  words 
of  the  text  than  in  the  first  grade.  There  should  be  a  great  deal  of  practice 
in  oral  reading.  Encourage  the  children  to  read  aloud  to  their  mothers  or 
members  of  the  family  at  home.  Much  of  the  material  should  be  easy  in 
vocabulary.  Certain  it  is  that  good  results  in  expression  cannot  come  from 
letting  a  pupil  stumble  along,  wrestling  all  the  time  with  difficult  words.  Let 
word  drills  take  care  of  the  new  words.  It  is  best  to  have  these  drills  at  some 
other  period  than  the  reading  hour,  if  possible.  If  they  must  come  at  the  same 
time,  have  the  drills  first  and  let  the  reading  be  reading.  If  a  pupil  fails  in 
expressing  the  thought,  attack  the  mistake  from  the  thought  side.  Instead  of 
calling  his  attention  to  his  manner  of  expressing  the  thought,  ask  him  what 
the  statement  means.  When  he  understands  the  sentence,  he  will  probably  read 
it  correctly.  If  he  does  not,  some  other  pupil  may  read  it.  Or  the  teacher, 
after  assuring  herself  that  the  problem  is  one  of  expression  and  not  of  thought, 
may  read  the  sentence  in  two  or  three  ways  and  the  pupil  select  the  reading 
he  thinks  correct. 

Phonics. 

The  work  begun  in  the  first  year  should  be  continued.  Some  time  should 
be  given  each  day  to  drill  on  known  words  and  to  study  of  new  symbols.  A 
special  period  should  be  used,  but  if  this  can't  be  had,  use  a  brief  time  at  the 
opening  of  the  reading  hour.  If  the  new  words  of  the  reading  lesson  are  made 
of  the  symbols  already  known,  let  these  symbols  unlock  the  word.  In  other 
words,  let  the  phonics  "carry  over"  to  the  reading.  The  phonics  of  the  mono- 
syllable should  be  completed.  This  will  include  the  other  regular  sounds  of 
the  vowels  and  a  fuller  study  of  the  consonants.     Do  not  use  the  diacritical 


iiuuks.  Tlio  comnion  sounds  of  the  vowels  (short  sounds)  and  the  sounds 
wlun  used  witli  llie  "visitor"  (long)  may  he  ealled  by  their  names  of  short 
and  /<''/</.  The  names  are  not  used  to  teach  them  but  to  refer  to  them  after 
the  soimds  have  been  well  learned. 

The  rhythm  exercises  suggested  in  fust  year  outline  shouUl  be  continued. 

Punctuation. 

rimctuation  is  used  to  help  in  indicating  the  meaning  and  should  be  con- 
siilered  from  this  view-point.  The  ciiild  shouKl  be  taught  the  devices  used  in 
marking  out  the  sentence  on  the  page.  These  include  the  capital  letter  and 
the  marks  usetl  at  the  end  of  the  sentence. 


LANGUAGE. 

Read  llic  suggestions  under  first  year,  page  jg  to  4S. 

T.  .\iM — .\.  To  make  the  children  actiuainted  with  some  of  the  folk  stories 
— Clreek.  Teutonic,  and  Indian — which  are  suited  to  their  years,  and  with  some 
fairy  tales  and  poems:  and  to  lead  them  to  realize  this  literature  by  imagining 
with  all  their  senses  and  expressing  what  they  imagine  in  as  many  ways  as 
possible.  /'.  To  lead  them,  (1)  to  talk  freely.  (_')  to  speak  distinctly  and  in  a 
natural  tone,  {^)  to  express  themselves  with  increasing  deliniteness  and  accuracy, 
(4)  to  form  certain  habits  of  good  speech.  (5)  to  make  further  progress  in  the 
sentence  sense — leaving  out  aitd's,  tlie)t's  and  so's.  and  dropping  the  voice  at 
ends  of  telling  sentences,  (d)  to  learn  a  few  technicalities  of  written  speech. 
(7)  to  enlarge  the  vocabulary. 

II.  StitiixTs  FOR  Conversation  and  Composition.     (See  page  45) 

III.  TvPKs  OK  W'rittkn  Composition — Short  sentences  copied  accurately; 
two  or  three  related  sentences  written  accurately;  the  simplest  letter  form. 
(See  page  05") 

1\'.  TvPKs  OF  Work — Dramatization,  reproduction;  conversation;  story 
telling  from  luctures;  observation  reports;  memorizing;  language  games;  draw- 
ing, modeling,  and  paper  cutting  scenes  from  stories;  making  wigwams,  bows 
and  arrows,  etc. 

\'.  Special  Notes  on  "Hiawatha"  : — The  best  passages  for  the  children 
to  memorize  are  lines  64-235  in  Part  111,  "Hiawatha's  Childhood".  The  story 
should  be  told  little  by  little,  parts  of  it  read  from  Longfellow's  poem,  and 
a  few  lines  given  for  memorizing  after  they  are  perfectly  familiar.  The  children 
will,  of  course,  play  and  live  in  the  scenes  of  the  story.  All  the  most  inter- 
esting parts  of  it  can  readily  be  presented  in  less  than  three  months.  "The 
Hiawatha  Primer"  is  suitable  for  a  second  grade  reading  book,  although  so 
carefully  graded  that  it  may  be  used  with  beginners;  it  should  thus  be  especially 
useful  where  alternation  is  practiced. 

Errors  of  Speech. 

X'K.KiiS— ^■ou  (and  we)  was;  1  seen  it,  etc.;  had  ought;  hadn't  ought;  I 
done  it,  etc.     Errors  in  the  use  i>f  may,  lie,  sit. 

PkoNoi'NS — them  apples. 

Dot  r.i.K  Nf.cativks — didn't  get  no  (none)  :  didn't  have  no  (none). 

Pronunciation — thinkin',  a-thinkin'.  'rithmetic.  dunno,  git,  morc'n  (more 
than). 

Misctxl_\NE0VS — womans,  childs.  (as  plurals),  fools,  tooths,  mouses,  this 
here,  that  there. 

Technicalities  in  Writing. 

Capitals — For  the  names  of  places,  the  school,  ilays,  holidays  (as  needed), 
months:  tlie  abbreviations  Dr.,  St..  and  Ave.   (if  pirinittoil) 

PrNCTU.\TioN — .\bbrcviations  used. 

Letter  Form — Still  very  simple. 

Spei.i.inc. — There,  meaning  place  and  in  there  ia  there  ar». 

Paracraph  Form — Indention  of  tirst  word;  straight  margin  on  the  left. 


LANGUAGE — SECOND    YEAR.  65 

Standards  of  Written  Work. 
Grade  II— (Average  for  the  Middle  of  the  Year.) 

He  lives  away  up  north.  He  is  fat  and  jolly.  He  makes  children  happy. 
Who  is  he? 

Letter  Forms. 
Grade  II — (Group  Work  W  ritten  to  a  Teacher  Who  is  Away.) 

December  15,  1917. 
Dear  Miss  Metcalf, 

We  are  reading  about 
the  Christ  child.     We  have  seen   some 
pictures  of  him.     We  like  the  one 
of  the  Nativity  best. 

We  hope  you  will 
have  a  merry  Christmas. 

With  love. 

Second    Grade. 

ALTERNATIOX^In  crowded  country  schools,  the  language  work  of  the  First  and 
Second  Years  may  be  alternated.  In  such  cases,  teach  the  second  year's  work  in  1919-20 
and  each  alternate  year  thereafter,  the  first  year's  work  in  1918-19,  and  each  alternate 
year  thereafter. 

First  Month. 

Liteil-slTure — Stories:  Goldenrod  and  Aster  (10).  Peter  and  the  Magic  Goose 
(2  and  Heart  of  Oak  HI),  Aqua  (19).  The  Dog  in  the  Manger  (Aesop),  The 
Dog  and  His  Image  (Aesop),  The  Wolf  and  the  Seven  Kids  (Baker  and 
Carpenter  II  and  15). 

Poems — Hiawatha  (*Parts — see  above.),  *The  Swing  (17).  *The  Cow  (i/)- 

Habits  of  Speech — Continue  drill  on  may.  lie,  sit.  Drill  on  other  first 
grade  errors  still  made.  Add:  "7  did  it"  (He,  she,  you,  they,  Tom.  did 
it). — never,  "I  etc.  done  it";  "I  didn't  get  any", — never.  "I  didn't  get  no"  or 
"jioiic":  "thinking", — never,  "a-thinkin'  " ;  similar  words  in  ing. 

Technicalities  in  Writing — Those  noted  for  Grade  I  not  already  mastered. 
Capital  letter  for  rtames  of  places ;  for  name  of  the  school ;  as  required  in 
simplest  letter  form.     Punctuation  as  required  in  simplest  letter  form. 

Picture— Prince  Balthazar — J'elasquec. 

Second  Month. 

LiTERATi'RE — Storics :  The  Linden  and  the  Oak  (7).  King  Midas  (Baker 
and  Carpenter  II).  The  Straw,  the  Coal,  and  the  Bean  (15  and  Baker  and 
Carpenter  III),  The  Wolf  and  the  Crane  (Aesop).  The  Frog  who  Wished 
to  be  as  Large  as  an  Ox  (Aesop). 

Poems — Hiawatha  (*Parts — see  above).  Leaves  and  Children  (Longfellow). 

Habits  of  Speech — Add:  "you  ■H'ere",  "n-ere  you". — never,  "yOu  was", 
"teas  you";  "arithmetic", — never,  '"rithmetic" ;  "He  didn't  have  a  pencil". — 
never,  "He  didn't  have  no  pencil",  etc. 

Technicalities  in  Writing — Add:  Capitals  for  names  of  days  of  week; 
of  holidays  as  needed. 

Picture — Brittany  Sheep — Rosa  Bonhcur. 

Third  Month. 

Literature — Stories:  The  Maiden  who  Became  a  Laurel  Tree  (7),  The 
Crane  Express  (8),  A  Boston  Thanksgiving  (8),  The  Boy  and  the  Wolf 
(Aesop),  The  Lark  and  Her  Young  Ones   (Aesop). 

Poems — Hiawatha  (*Parts — see  above),  *The  Fairies  (Allingham.  Baker 
and  Carpenter  III,  Open  Sesame  I  and  Heart  of  Oak  HI),  The  Wise  Fairy  (18), 
*The  North  Wind  Doth  Blow  (Baker  and  Carpenter  III). 

Habits  of  Seepch — Add  :  "ive  li'cre" .  "zcere  Zi^e", — never,  "tve  was",  "was 
IV e" ;  "those  apples", — never,  "them  apples",  etc.:  "feet",  "teeth",  if  the  wrong 
plurals  are  used. 

T'-chnicalities   in   Writing — Add :    Capital   letters    for   the   names   of   the 


66  LANGUAGE — SECOND    YEAR. 

months ;    period   after   any  abbreviations   used :    St.,   Ave.,   if   permitted ;    or   as 
required  in  other  subjects. 

Picture — Pilgrims  Going  to  Church — Bonghfon. 
Fourth  Month. 

Literature — Stories:  Hansel  and  Gretel  (Baker  and  Carpenter  II),  The 
Fir  Tree  (14,  Reading-Lit.  II),  Christmas  Stories  (u),  Christmas  in  Other 
Lands  (Planbook),  Luke  2,  9-20,  Androclus  and  the  Lion  (Aesop),  The  Sun 
and  the  Wind  (Aesop). 

Poems — A  Visit  from  St.  Nicholas — 'Twas  the  Night  Before  Christmas 
(21,  Open  Sesame  I,  Heart  of  Oak  III).  Christmas  Carol  (Longfellow), 
*While  Shepherds  Watched  (Deland),  Oh,  Where  Do  Fairies  Hide  (Thomas 
Haynes  Bayly,  Baker  and  Carpenter  III). 

Habits  of  Speech — Add  :  "/  sazv  it", — never,  "I  seen  it",  etc. ;  mice,  women, 
children,  if  the  wrong  plurals  are  used;  "don't  know", — neveh,  "dunno". 

Technicalities  in  Writing — Add:  Capitalization  and  punctuation  of  Dr.; 
and  as  called  for  in  letter  form.  See  p.  — ).  Spelling:  there,  in  there  is,  are, 
etc.,  and  meaning  place. 

Picture — Arrival  of  the  Shepherds — Lerolle. 

Fifth  Month. 

Literature — Stories:  Prometheus  (10  and  Peabody),  Beauty  and  the  Beast 
(Baker  and  Carpenter  III),  One  Eye,  Two  Eyes,  Three  Eyes  (Baker  and 
Carpenter  II),  The  Father  and  His  Sons  (Aesop),  The  Donkey  and  the  Salt 
(Aesop). 

Poems — The  New  Year's  Greeting  (Lowell),  *Winter  Time  (17),  *Picture- 
books  in  Winter  (17),  Little  Kittie  (Mrs.  Prentiss,  Open  sesame  I).  *Sweet 
and  Low  (Tennyson,  and  21),  Three  Children  Sliding  on  the  Ice  (Heart  of 
Oak  ID. 

Habits  of  Speech — Add:  "You  ought  to  do  it". — never,  "You  had  ought 
to  do  it";  "You  ought  not  to  do  it", — never,  "You  hadn't  ought  to  do  it." 

Technicalities  in  Writing — Add :  Indention  of  first  word  in  paragraph, 
children  now  writing  two  or  three  related  sentences,  placed  on  paper  in  para- 
graph form ;  left  hand  margin  straight. 

Picture — Saved — Landseer. 

Sixth  Month. 

Literature — Stories:  The  Giant  and  the  Belt  Oi  Stars  (7),  Pegasus  (7), 
Where  the  Frogs  came  From  (7),  The  Ugly  Duckling  (14),  Stories  of  Wash- 
ington and  Lincoln. 

Poems — *  America,  Pitty-pat  and  Tippy-toe  (6),  *Wynken,  Blynken  and 
Nod  (6),  Gaelic  Lullaby  (Baker  and  Carpenter  HI  and  Open  Sesame  I),  A 
Norse  Lullaby  (6),  *Lady  Moon  (Baker  and  Carpenter  II  and  Open  Sesame  II). 

Habits  of  Speech — Add :  "this",  "that", — never,  "this  here",  "that  there", 
or  "this  'ere",  "that  air";  "take  them",  "saw  them", — never,  "take  'em",  "saw 
'em". 

Technicalities  in  Writing — Continue  work  begun;  no  new  points. 

Picture — A  Helping  Hand — Renouf. 

Seventh  Month. 

Literature — Stories:  The  Brave  Tin  Soldier  (14  and  Reading-Lit.  II), 
Why  the  Narcissus  Grows  by  the  Water  (7),  The  Flax  Flower  (14),  Ulysses 
and  the  Bag  of  Winds   (Riverside  II). 

Poems — March  (Celia  Thaxter,  21"),  The  Wind  (6),  *Who  has  seen  the 
Wind?  (Christina  Rossetti,  Heart  of  Oak  II,  Sir  Robin  (3  and  21),  *Windy 
Nights  (17),  The  Lamb  (Blake.  Open  Sesame  T  and  Heart  of  Oak  II). 

Habits  of  Speech — Add  :  "He  has  more  than  T", — never,  "He  has  more'n  I". 

Technicalities  in  Writing — Continue  work  begun;  no  new  points. 

Picture — The  Gleaners — Millet. 

Eighth  Month. 

Literature — Stories:  Proserpina  (7),  Old  Pipes  and  the  Dryad  (22),  The 
Pea  Blossom  (14),  The  Discontented  Apple  Branch  (14),  The  Happv  Family 
(14). 


LANGUAGE — SECOND    YEAR.  6/ 

Poems — Calling  the  Violet  (3  and  21),  *The  Throstle  (Tennyson  and  21), 
The  Song  of  the  Lilies  (21),  *The  Child's  World  (21),  Daisies  (21),  The  Owl 
and  the  Pussy  Cat  (Baker  and  Carpenter  II). 

Habits  of  Speech  and  Technicalities  in  Writing — Review,  with  special 
drill  on  weak  points. 

Definite  Results  to  Expect  at  the  End  of  Second  Year — Improvement  in 
distinct  articulation,  especially  words  ending  in  iug,  and  in  the  sentence  sense 
(leaving  out  aiid's,  then's,  so's,  and  dropping  voice)  ;  ability  to  write  two  or 
three  related  sentences  in  paragraph  form,  correctly  capitalized  and  punctuated 
(period  or  question  mark  at  end)  ;  ability  to  write  the  simplest  letter  form. 

Pictures — Children  of  the  Shell — Murillo. 

List  of  Books  Referred  to  in  the  Literature  Course. 

Certain  books  are  referred  to  in  the  outlines  by  number  and  titles.  The 
numbers  used  in  the  course  correspond  to  the  numbers  used  below  and  refer 
to  these  books.  The  poems  of  certain  standard  authors  are  assumed,  and  so 
are  not  listed  below. 

Grades  I  and  IL 

1.  Lovejoy,  Mary  I.,  Nature  in  Verse. 

2.  Baldwin,  Fairy  Tales  and  Fables — American  Book  Co. 

3.  Larcom,  Lucy,  Poems — Houghton,  Mififlin  Co. 

4.  Ingelow,  Jean,  Poems. 

5.  McMurray,  Lida  B.,  Classic  Stories — Public  School  Pub.  Co. 

6.  Field,  Poems  of  Childhood. 

7.  Tudd,  Classic  Mvths— Rand  McNally  &  Co. 

8.  Poulsson,  Child  World. 

9.  Howlston,  Cat  Tails  and  Other  Tales — A.  Flanagan  Co. 

10.  Cook,  Flora  J.,  Nature  Myths — A.  Flanagan  Co. 

11.  Proudfoot,  Andrea  Hofer,  Christ  Child  Tales — A.  Flanagan  Co. 

12.  Menefee,  Maud,  Child  Stories  from  the  Masters. 

13.  Mother  Goose  Rhymes. 

14.  Andersen.  Fairy  Tales. 

15.  Grimm,  Fairy  Tales. 

16.  Jackson,  Helen  Hunt,  Poems. 

17.  Stevenson,  R.  L..  Poems  of  Childhood. 

18.  Cary,  Alice,  Poems — Houghton.  Mifflin  Co. 

19.  Wiggin,  Kate  Douglas,  Story  Hour. 

20.  Wiggin,  Kate  Douglas,  Posy  Ring. 

21.  McMurray,  Lida  B..  Songs  of  Treetop  and  Meadow — Public  School 
Publishing  Co. 

22.  Stockton,  Fanciful  Tales. 

23.  For  the  Childrens'  Hour. 

24.  Richards,  Laura  E.,  Golden  Windows. 

25.  Smyth,  Old  Time  Stories  Retold. 

26.  Aesop's  Fables,  Jacob's  Ed. 

27.  Cummings  and  Foster,  Asgard  Stories. 

Some  Books  Helpful  to  Teachers. 
Bryant,  How-  to  Tell  Stories  to  Children — Houghton,  Mifflin  &  Co. 
Bucklands,  Uses  of  Stories  in  the  Kindergarten. 
Bradley,  Half  a  Hundred  Stories. 

Colby,  Literature  and  Life  in  School,  Houghton,  Mifflin  &  Co. 
Dye,  Story  Teller's  Art. 

Hinsdale,  Teaching  the  Language  Arts — American  Book  Co. 
Holbrook — Nature  Myths. 
Houghton,  Telling  Bible  Stories. 

Lyman,  Story  Telling :  What  to  Tell  and  How  to  Tell  It. 
MacClintock,    Literature    in    the    Elementary    School.    University    of    Chi- 
cago Press. 

Richard,  Five  Minute  Stories. 

Wiltse,  The  Story  in  Early  Education. 

Smith,  Alphonso,  What  Literature  Can  Do   for  Me. 


68  NUMBER — SECOND   YEAR. 

NUMBER. 

Subject  Matter. 

Counting.    By  2s,  3s,  4s,  5s,  to  20. 

Reading  and  Writing  Numbers.     To  iooo. 

Addition.  Learn  the  45  combinations.  Column  addition  of  two-pJace 
numbers  where  no  reduction.  Addition  by  endings.  Column  addition,  ?ums 
not  greater  than  20. 

Subtraction.  Differences  connected  with  the  45  addition  combinations. 
Subtraction  of  two-place  numbers  where  no  reduction. 

Multiplication.  Products  not  greater  than  20.  Three-place  number  by 
one-place  number,  no  reduction. 

Division.  Inverse  of  facts  of  multiplication  given  above.  Notion  of  par- 
tition and  measurement. 

Fractions.  Meaning  of  fractions  with  denominators  2,  3,  4,  5,  6,  10,  12. 
Parts  of  numbers  to  20,  where  numbers  are  multiples  of  the  denominator. 

Measures.  Relations  of  inch,  foot,  yard;  pint,  quart,  gallon;  peck,  bushel; 
cent,  dime,  dollar ;  minute,  hour,  day,  week,  year. 

Symbols (-,   — .    X.   -^.    =^',  .to   be   read   plus,   minus,   times,    divided   by, 

and  equals,  or  is  equal  to. 

Geometric  Forms  and  Terms — Rectangle,  square,  circle,  perimeter,  diameter, 
radius,  cube. 

Problems — One-step  problems. 
Written  and  Oral  Forms. 

2  -{-  ^  ^:  Sy  read  2  plus  3  equals  5. 

6  —  4  =:  2,  read  6  minus  4  equals  2. 

3  X  4^  12,  read  3  times  4  equals  12. 
8-H2  3=4,  read  8  divided  by  2  equals  4. 

Suggestions  for  Teaching. 

1.  Review  thoroughly  the  work  of  the  first  year.  Probably  not  all  of 
the  facts  taught  in  the  first  year  were  memorized.  Even  if  they  were,  many 
will  have  been  forgotten  during  the  summer. 

2.  Employ  activities  of  the  children  in  drawing  and  making  where  measure- 
ments are  required.     Gradually  require  greater  precision  in  measuring. 

3.  Objects  should  be  used  as  in  the  first  grade,  whenever  new  facts  or 
new  processes  are  to  be  learned.  Encourage  the  pupils  to  learn  new  facts  by 
comparison  of  known  facts. 

4.  The  parts  of  even  numbers  are  more  easily  learned  than  the  parts  of 
odd  numbers. 

5.  The  language  forms  are  to  be  learned  by  imitating  the  teacher  who 
uses  the  correct  forms  when  performing  the  process  or  showing  the  relation 
with  numbers  of  objects.  The  oral  forms  and  later  the  written  forms  are  to 
be  taught  in  this  way.  Unless  the  real  process  or  relation  is  seen  in  the  objects, 
the  language  is  not  really  learned. 

6.  The  following  games  are  adapted  to  the  work  of  this  year :  bean  bag, 
ten  pins,  parchesi,  dominoes. 

7.  Drill  for  speed  and  accuracy  in  counting  and  in  the  combinations.  First 
see  that  the  number  fact  has  meaning,  then  fix  it  by  drill. 

8.  The  following  is  given  to  show  the  possibilities  of  a  piece  of  construc- 
tion work  in  affording  situations  requiring  the  use  of  numbers. 

The  pupils  are  to  make  a  booklet  for  spelling.  Each  pupil  is  given  5  six- 
inch  squares  of  paper.  The  pupils  count  all  the  papers  as  the  teacher  lays 
them  on  the  desks.  Each  counts  his  own  papers  in  different  ways,  as  "i,  2,  3, 
4  5";  "2,  3,  5";  "l,  2,  3,  5",  and  arranges  them  in  groups  to  show  how  the 
counting  was  done. 


NUMBF.K — SL;(.Oi\o    \  l.AK.  69 

The  pupils  guess  at  the  size  and  shape  of  the  sheet  and  test  by  measuring. 

The  teacher  gives  these  directions  and  asks  questions  :  "Place  one  six-inch 
square  with  an  edge  toward  you.  Fold  its  right-hand  edge  over  to  meet  its 
left-hand  edge.  Crease.  Unfold.  What  have  you  done?  Fold  each  square  as 
you  have  folded  this  one.  How  many  equal  oblongs  have  you?  Count  2  at  a 
time.  How  many  halves  in  each  paper?  In  the  5  papers?  Arrange  the  5  squares 
so  that  each  half  is  a  leaf  of  a  little  book.  How  many  leaves?  Number  the 
pages  in  the  upper  outside  corners  as  you  turn  the  leaves.  How  many  pages? 
If  each  page  holds  10  spelling  words,  how  many  words  can  we  write  in  this 
book?  How  many  words  if  the  first  and  last  pages  are  not  used  for  spelling? 
Play  each  book  is  worth  loc.    How  much  are  they  all  worth?" 

Summar_\-  of  number  facts  : 

1.  Counting  by  10. 

2.  Seeing  combinations  of  five:  2  -\-  2 -\-  1  =:  s,  1+2  +  2  =  5,  2-t- 
3  =  5,  etc.  Add  these  without  speaking  the  addends  after  the  first,  as 
"2,  4,  5";    ."i,  3,  5-" 

3.  Using  foot  ruler. 

4.  Using  expression  "six-inch  square". 

5.  Hearing  and  understanding  terms :  edge,  left-hand  edge,  oblong, 
J^  of  any  square,  two  equal  parts. 

6.  Counting  by  2s  to  10. 

7.  "2  halves  =  i  whole,  10  halves  =:  5  wholes". 

8.  Writing  figures  i  to  10. 

These  facts  should  be  reviewed  the  following  day  and  may  be  extended  in 
connection  with  this  piece  of  work. 

Useful  Objective  Material. 

1.  Foot  rulers  with  inches  divided  into  eighths. 

2.  Cardboard  strips    i"  X  2",     i"  X  3",     i"  X  4".     i"  X  6". 

3.  Inch-squares  of  pasteboard,  20  for  each  pupil. 

4.  Inch-cubes,  20  for  each  pupil. 

5.*    One  thousand  match-sticks   four  inches  long. 

6.  One  box  of  No.  8  rubber  bands. 

7.  One  box  of  toy  money. 

8.  A  set  of  grocer's  tea  scales  with  iron  weights  I  oz.  to  16  oz. 

9.  A  set  of  cards  4"  X  6"  with  dots  like  dominoes  showing  the  combina- 
tions of  two  numbers  up  to  10  +  10.  The  dots  may  be  made  with  an  inked 
cork  and  arranged  in  a  regular  pattern. 

10.  A  similar  set  of  cards  with  figures  instead  of  groups  of  dots. 

First  Month. 
Review  counting,  number  combinations,  and  measures  of  the  first  year.     If 
a  combination  as  3  +  5  has  been   forgotten  the   child  should   find  the   sum  by 
counting   ol:)jects,    and    it    should   then    be    fixed    in    memory    by    repetition   and 
application. 

The  equal  parts  of  12  studied  through  rectangles  2"  X  6"  and  3"  X  4"- 
(Read  3  inches  by  4  inches.)  The  dozen  and  its  parts.  The  foot  ruler  and  its 
equal  parts.  Compare  it  with  strips  i"  X  2",  i"  X  3",  i"  X  4".  and  i"  X  6". 
The  year,  months  and  seasons.     Pupils  write  every  day  thus : 

Springfield,  Illinois, 

Monday,  September  g,  igi8. 

Hands  on  the  clock  face.  Positions  of  minute  hand  at  quarter  hour.  Add 
by  twos  to  12,  by  threes,  by  fours,  by  sixes.  Count  down  from  12  in  the 
same  ways. 

Second  Month. 

Introduce  the  foot-ruler  with  inches  divided  into  eighths.  From  the 
divided  inch  learn  relations  of  Yi,  %,  ]/%.  Illustrate  these  relations  also  with 
pint,  quart,  gallon.     Draw  and  measure  lines  true  to  one-fourth  of  an  inch. 

Make  tables  showing  the  addition  combinations  that  make  12,  that  make  II. 
Learn  the  number  of  inches  in  ^,  Yi,  Y,  Y  oi  a  foot. 


70  '  FUMBER — SECOND   YEAR. 

Pupils  build  a  rectangular  solid  of  12  inch-cubes  and  point  out  Yi  of  12, 
Yt,  of  12,  etc. 

Pupils  fold  a  four-inch  paper  circle  into  quarters.  T.  se  terms  radius  and 
diameter.  Locate  the  hour  points.  Complete  the  clock  dial  by  lettering  with 
Roman  numerals.     Practice  with  products  to  12. 

Third  Month. 

Notion  of  measurement.  Measure  a  12-inch  line  by  a  2-inch  line,  a  3-inch 
line,  a  4-inch  line,  a  6-inch  line.  Sign  of  division.  Form :  12  in  -^  2  in.  =  6. 
Read,  12  in.  divided  by  2  in.  equals  6.  Measure  4  by  2,  6  by  2  and  3,  8  by  2 
and  4,  9  by  3,  10  by  2  and  5.  Use  relations  of  denominate  numbers  as  foot  and 
yard,  pint,  quart,  gallon,  etc.  Measure  groups  of  objects  as  pupils,  desks, 
counters,  etc. 

Sums  and  differences  to  14.  Questions  on  weeks  and  days.  Count  by  twos 
to  14  and  back  again.     Measure  14  by  2  and  by  7.     One-half  of  14. 

Make  a  calendar  for  the  month.  Children  space  paper  properly,  making 
correct  number  of  spaces  for  weeks  and  for  days. 

Review  work  in  fractions  in  second  month.     Products  to  14. 
Fourth  Month. 

Add  by  three  and  by  fives  to  15.  Vi  and  1/5  of  15.  15  measured  by  3  and 
S.  Number  of  feet  in  i  yd.,  2  yd.,  etc.,  also  number  of  yards  in  3  ft..  6  ft.,  etc. 
Fifteen  should  suggest  a  dozen  and  a  quarter,  a  foot  and  a  quarter,  a  year  arid 
a  quarter.  Add  by  fives  to  60.  The  minute  divisions  of  the  clock;  minutes  in 
a  quarter  hour,  half  hour,  etc.  Number  of  nickles  in  a  quarter,  Yi  of  25.  Re- 
peat and  write  multiplication  of  fives  thus  :  2  X  5  =  10,  3  X  5  =  I5.  etc.  J^ 
of  all  numbers  to  15.  Use  sticks  that  may  be  broken  into  halves  in  getting 
halves  of  odd  numbers.  Y2  of  20,  40,  etc  Use  splints  and  dimes  and  compare 
with  Y^  of  2,  4,  etc.  Drill  on  products  to  15.  This  drill  should  come  largely 
from  problems,  such  as:  How  many  eyes  have  4  pupils?  How  many  cents  in 
3  nickles? 

Fifth  Month. 

Sums  equal  to  15  and  16.  Equal  parts  of  16.  Build  rectangular  solid  of 
16  cubes.  Teach  pound  and  ounce.  If  a  set  of  grocer's  tea  scales  with  iron 
weights  are  available  have  children  weigh  out  sand  in  paper  boxes  (Shelled 
corn  will  do  where  there  is  no  sand).  Measure  16  by  2,  4,  8.  Add  by  endings: 
add  I,  2,  3,  4  to  numbers  ending  in  o,  i,  2.     Thus: 

2  12  22  32 

3  3  3  3 

Products  to   16  and   corresponding  quotients. 

Sixth   Month. 

The  equal  parts  of  eighteen  taught  by  rectangles  3"  X  6"  and  2"  X  9"- 
Build  rectangular  solid  of  inch  cubes.  Point  out  Y2  of  18,  etc.  Compare  an 
18-inch  line  with  a  foot,  with  a  yard.  18  should  suggest  a  foot  and  a  half,  a 
dozen  and  a  half,  a  year  and  a  half.  Add  by  twos,  threes,  sixes,  nines  to  18. 
The  unequal   parts   of    18.     Seventeen   studied   by   comparison   with    18   and    16. 

All  the  45  addition  facts  have  now  been  presented.  Make  a  list  of  them 
and  drill  for  speed.  Add  by  endings :  Add  i,  2,  3,  4,  5,  6,  to  numbers  ending  in 
o,  I,  2,  3,  4.    Extend  multiplication  and  division  tables  to  18. 

Seventh  Month. 

Build  solid  of  20  cubes  and  point  out  equal  parts.  Add  by  twos,  fours  and 
fives  to  20  and  write  out  corresponding  multiplication  facts.  Number  of  quarts 
in  I  gal.,  2  gal.,  3  gal.,  etc ;  also  number  of  gallons  in  8  qt..  12  qt.,  etc.  Similar 
questions  for  pints  and  quarts,  pecks  and  bushels.  Daily  drill  upon  addition 
combinations  until  such  a  form  as  8  +  7  is  immediately  recognized  as  another 
symbol  for  15.  Add  by  endings:  Add  i,  2.  3,  4,  5,  6  to  numbers  ending  in 
o,   I,  2,  3,  4,  5.     The  equal  parts  of  20.     Division  tables,  dividend  not  greater 


CONSTRUCTION    WORK — SECOND   YEAR.  7I 

than  20.     Column  addition  sums  not  greater  than  20,  thus : 

5  4 

6  8 
3  6 
2  — 

Eighth  Month. 

Add  two  place  numbers  like  12        23        56  where  no  reduction,  or  carry- 

14        32        23 

ing,  is  necessary.     Continue  column  addition. 

Have  pupils  make  a  list  of  the  81  subtraction  combinations  such  as : 

II  9  17 

-2-6-9 

938 

and  learn  them. 

Read  these,  "eleven  minus  two  equals  nine,"  etc. 

Subtract   two-place   numbers   where   no   reduction   is    needed.      Teach   with 
U.  S.  money  or  bundled  sticks.     For  example : 
64  76  84 

-22  -53  -51 

Reading  and  writing  numbers  to   1000.    (Explain  by  using  bundled  splints 
or  United  States  money.)     Drill  for  speed  in  combinations  taught. 


CONSTRUCTION  WORK. 
First  Month. 

Continue  to  cut  from  imagination  for  illustration  of  story.  Bring  in  ex- 
periences for  illustration.  Introduce  ruler  using  only  the  inch  work.  Make 
blotters,  boxes  and  toys.  Cover  school  books  with  tough  wrapping  paper  by 
folding  about  the  book.  Decorate  either  by  colored  paper  cutting  or  stick 
printing  using  border  design  and  monogram  on  inside  or  back.  Cut  paper 
dolls  and  make  paper  dresses  for  them. 

Second  Month. 

Continue  to  cut  from  imagination  for  illustration  of  story.  Let  each  child 
make  a  calendar  for  one  month  of  the  year,  a  booklet  for  any  desired  purpose 
(correlated  with  any  subject  the  teacher  desires  to)  and  a  portfolio.  Use  a 
ruler  in  making  the  three  problems  named  above  and  decorate  by  making 
decorations  out  of  paper  and  pasting  them  in  place  on  the  object.  Cut  witches, 
owls,  cats,  ghosts,  kettles,  etc.,  and  make  decoration  for  Hallowe'en.  Fold 
green  paper  and  cut  pumpkin  leaves  and  vines.  Fold  orange  paper  and  cut 
many  pumpkins.  Attach  these  to  the  vine.  Round  pumpkins  may  be  made  by 
cutting  a  large  flat  orange  colored  daisy  and  fastening  the  tip  end  of  the 
petals  together  and  adding  a  green  paper  stem  and  calyx. 

Third  Month. 

Continue  to  cut  from  imagination  for  illustration  of  story.  Give  as  class 
problem  the  first  Thanksgiving.  On  table  use  paper  to  represent  water,  shore, 
beach,  trees,  log  cabin,  table,  chairs.  Puritan,  Indians,  pewter  dishes,  trays, 
bowls,  bonfire  and  kettle.  Show  a  picture  of  the  first  Thanksgiving  and  fol- 
low the  same  arrangement.  Or  the  class  might  work  on  an  Indian  village  in 
connection  with  the  study  of  Hiawatha,  making  wigwams,  canoes,  Indians, 
etc.  Have  the  children  make  an  Indian  head  dress  to  fit  themselves.  Use  a 
paper  band  to  which  is  pasted  feathers  made  of  brightly  colored  papers.  .Make 
place  cards  and  Thanksgiving  souvenirs.  Make  Plymouth  Rock  with  Pilgrim 
canoe  and  gun  beside  it. 


;j  CONSTRUCTION     WORK — SELOND     VEAK. 

Fourth  Month. 

Continue  to  cut  from  imagination  for  illustration  of  Christmas  stories. 
Illustrate  Christmas  in  different  lands.  Make  little  christmas  trees  and  Santa 
Clauses  out  of  paper  and  make  them  to  stand  alone.  Add  desired  decoration. 
Make  circle  marker  to  be  used  in  making  toys  and  Christmas  bells.  Make 
calendars  and  picture  frames  which  stand  alone.  Make  Christmas  cards  and 
blotters  using  paper  for  decoration.  Out  of  stiff  cirus  paper  make  all  kinds 
of  candy  boxes,  pencil  boxes,  handkerchief  boxes  and  different  kinds  of  trays 
for  pencils,  pins,  cards,  etc.  Decorate  with  paper.  Make  Santa  Clause  sled 
and  reindeers.  Teacher  make  a  large  Christmas  tree  out  of  paper  and  each 
child  make  little  top  of  a  bright  color  to  be  put  on  the  tree.  Make  decorations 
for  the  tree  and  decorations  for  the  room  out  of  paper.  Beautiful  holly,  mistle- 
toe, and  pine  cone  wreaths  may  be  made  out  of  paper.  Stick  printing  may  be 
given  and  used  to  decorate  calendars,  blotters,  boxes,  picture  frames,  cards,  etc. 
Do  not  ues  stick  printing  and  paper  decoration  on  the  same  problem.  Stick 
printing  may  be  used  on  cloth  to  decorate  mats,  small  bags  and  spreads  for 
real  doll  beds  at  home. 

Fifth   Month. 

Bring  in  experience  work  as  illustration  of  winter  sports,  showing  sliding 
down  hill,  sleigh  riding,  snow  falling,  making  snow  man,  snow  fort,  etc. 
Have  the  children  bring  to  school  their  new  toys  obtained  at  Christmas  time. 
By  free  invitation  make  these  toys  using  ruler  and  circle  marker.  Other  toys 
ma}^  be  made  using  ruler,  as  checker  board,  dominoes  ?.nd  latto.  The  spots  on 
the  dominoes  may  be  represented  by  dipping  the  end  of  a  match  in  ink  or 
color  and  stamping  it  on  the  paper  domino.  Make  a  dolls  trunk  for  the  paper 
dolls  made  in  September.  Make  tub,  washboard,  kitchen  sets,  etc.  Make  set 
of  blocks  by  folding  paper.     Use  ruler  to  make  box  to  hold  blocks. 

Sixth  Month. 

Continue  to  cut  from  imagination  for  illustration  of  story.  Make  valen- 
tines using  ruler  to  make  envelope  to  fit.  Use  ruler  and  make  large  flag.  Each 
child  jja^ting  his  stripe  in  place  to  make  the  class  flag.  May  weave  rugs  or 
hammocks  for  real  dolls.  Connect  with  study  of  wool  or  cotton.  Make  simplest 
cardboard  looms.  Make  and  color  simple  designs  to  be  carried  out  in  weaving. 
Use  circle  marker  to  get  the  curve  on  the  loom  for  hammock.  Teach  children 
to  braid  using  three  strands.  Bring  the  dolls  to  school  and  make  doll  hats, 
shoes,  sandals,  belts  and  bags  to  fit  them.  Also  make  collars  for  dogs  and 
pets  at  home.  Make  the  above  articles  out  of  braided  corn  husks,  cut  the 
desired  shape  out  of  paper  before  making  them.  In  the  same  way  boys  may 
make  out  of  braided  corn  husks  pencil  cases,  coin  purses,  drinking  cup  covers 
and  all  kinds  of  mats.  Large  mats  may  be  folded  into  bags  for  mother  or 
sister.  Sew  corn  husks  with  raffia.  Corn  husks  may  be  used  for  weaving  mats, 
rugs,  hammocks,  bags  and  letter  cases  to  hang  on  a  desk.  Design  for  each 
object  before  making. 

Seventh  Month. 

Continue  to  cut  from  imagination  for  illustration  of  story.  Make  from 
pattern  given  by  teacher  or  original  pattern,  a  little  flower  pot  using  tough 
paper  for  that  purpose.  Place  simple  decoration  around  the  top  using  crayolas. 
Plant  seeds  in  these  pots  and  after  sprouting  plant  in  school  garden.  Make 
booklet  for  "Signs  of  Spring",  "Memory  Gems",  for  pictures  of  birds  or  for 
pressed  flowers.  Make  appropriate  decorations  of  paper  and  paste  in  place. 
Make  stiff  paper  bank,  box  for  string,  match  case,  card  trays,  etc.  Apply  simple 
decoration.  Make  plan  for  school  garden  as  class  problem.  Alake  toy  rake,  hoe, 
spade,  trowel  and  wheelbarrow.  Make  boxes  to  carry  the  real  seeds  when 
planting  in  the  ''cal  garden.     Make  labels  to  place  at  ends  of  rows. 

Eighth  Month. 

Continue  to  cut  from  imagination  for  illustration  of  story.  Make  tulips, 
spring  flowers  and  other  flowers  cut  from  corn  husks.  The  inner  soft  pliable 
ones  are  easily  used.  Before  using  they  may  be  dyed  any  desired  color.  Make 
a   basket   by   sewing   twisted   or   braided   husks,   to   hold   a   glass   to   hang   in   a 


WRITING NATURE-STUDY    A(.RICULTURE — SECOND    YEAR.  "]■>, 

school  window.  Children  keep  it  filled  with  wild  flowers.  Make  basket  for 
thread,  buttons,  etc.,  to  give  to  mother.  A  half  dozen  different  kinds  of  bags 
may  be  made  by  simply  making  a  circular  mat  of  braided  corn  husks  sewed 
together.  A  mat  is  folded  in  diderent  ways  for  the  lowet  part  and  bottom 
of  bag,  and  cloth  added  in  different  ways  for  the  upper  part  with  different 
ways  of  closing.  This  makes  a  strong  practical  bag  for  the  child  to  use  or 
for  mother's  knitting.  Collar  and  cuff  bag  for  father  can  be  made  in  much 
the  same  way.  Take  a  smaller  mat  and  in  place  of  folding  the  matt  it  is  left 
flat  for  bottom  and  the  braided  corn  husks  are  sewed  at  right  angles  to  it 
around  and  around  up  the  side  for  about  two  inches.  An  oblong  piece  of  cloth 
is  fastened  on  the  inside  around  the  bottom  and  upper  edge  of  sides,  a  circular 
piece  is  fastened  on  the  inside  to  line  the  bottom.  Use  tape  as  draw  string  to 
close  the  top.  Omit  the  large  bag  problem  if  too  hard  for  your  class.  We 
have  mixed  mediums  here  consistently  because  we  are  making  the  real  objects 
for  use  and  not  representing  them  by  using  one  material  to  represent  different 
materials.  At  some  time  before  or  after  giving  corn  husk  work,  the  children 
may  take  paper  and  show  what  they  know  about  corn  by  making  corn  stalk 
with  leaves  as  growing  in  the  field,  corn  shocks  with  pumpkins  about  its  base. 
Also  corn  crib  with  colored  corn  represented  inside  showing  through  the  sides. 
Make  illustrations  of  corn  cutting,  husking  and  shocking.  Also  show  the 
hauling,  planting  and  cultivation  of  corn. 


WRITING. 

Place  Emphasis  on  : 

1.  Correct  position. 

2.  Correct  movement. 
Give  Instruction  in  : 

1.  Blackboard  practice  on  letters,  figures,  words,  pupils'  names,  and  easy 
sentences. 

2.  Writing    on    paper :    letters,    figures,    words,    pupils'    names,    and    easy 
sentences. 

•3.     Improvement  in  the  form  of  the  movement  drills  through  practice  on 
paper. 

Special  Directions  : 

Special  directions  as  given  for  Grade  I  apply  in  this  grade. 


NATURE-STUDY  AGRICULTURE. 

ALTERN.ATION — The  Second  Year's  work  in  Nature-Study  should  be  taught  tlie  school 
year  of  igig-20  and  each  alternate  year  thereafter.  The  First  Year's  work  should  be  taught 
the  school  year   1918-19,  and  each  alternate  year  thereafter. 

First  Month. 

Report  of  summer  vacation — work  and  play. 

The  Fall  Garden — Discussion  of  summer  experiences.  Condition  of  gar- 
dens now.  Special  study  of  radish — root,  stems,  flowers,  seed  pods,  seeds. 
Compare  with  radish  used  for  food  in  the  spring.  Save  seeds.  Identify  four 
or  five  flowers.  Special  attention  to  their  colors.  Study  of  pumpkin  or  squash 
plant — habit  of  growth,  leaves,  flower,  fruit.  Gather  seeds  of  other  garden 
plants  and  preserve  for  spring  planting.     Gather  popcorn  and  store. 

Trees — Review  those  studied  in  the  spring — add  two  others. 

Birds — A  few  common  birds;  what  they  are  doing;  the  places  they  prefer; 
their  habits ;  where  they  spend  the  night. 

Wild  Flowers — Identify  three  or  four;  golden  rod,  aster,  thistle. 

Insects — Notice  any  insects  that  are  seen  in  connection  with  garden  or 
wild  flower  study.    What  are  they  doing? 


74  NATURE   STUDY   AGRICULTURE — SECOND   YEAR. 

Hand  Work— Make  paper  baskets  for  collecting  seeds  and  envelopes  in 
which  to  store  them.  Make  simple  chart  of  wild  flowers.  Cut  and  color  leaves 
of  new  trees.  Collect  leaves  of  trees  studied,  mount  and  keep  for  tree  games 
later  in  the  term. 

Second  Month. 

Fruit  Trees  and  Fruits— Name  the  fruit  trees  found  in  the  neighborhood. 
Identify  peach,  pear,  cherry  and  apple  tree.  How  can  you  tell  the  trees  apart 
when  there  is  no  fruit  on  them?  Bring  in  leaves  and  twigs  of  different  kinds. 
What  shrubs  bear  fruit  for  us?  Gooseberry,  raspberry,  blackberry,  currant. 
Identify  these.  Special  study  of  apples;  find  parts,  skin,  pulp,  core  and  seeds. 
Count  the  seeds  in  a  number.  Different  colors  found  in  apples.  Uses  of 
afiples.     How  kept  for  winter  use. 

Trees — Continue  observation  of  those  studied  in  September,  giving  special 
attention  to  autumn  coloration.     Note  colors  found  in  shrubs  as  well  as  trees. 

Hand  Work — Collect  leaves  of  fruit  treec  and  shrubs,  press  and  mount. 
Cut  and  color  apples.    Collect  leaves  showing  autumn  colors.     Dry  apples. 

Third  Month. 

Animals  that  Work  for  Us — what  each  one  does.  Food  of  hors«,  sheep, 
pigs  and  cow.  Find  different  kinds  of  grasses,  clovers,  and  grains  that  animals 
eat.  Make  collection  of  these  and  preserve  to  put  in  barn  later  in  the  year. 
Where  are  the  different  kinds  of  food  kept?     Who  feeds  the  animals? 

Special  Study  of  the  Horse — Disposition,  habits,  fitness  for  service  to 
man,  care.  Kinds  of  horses  (including  Shetland  pony,  Indian  pony,  Arabian 
horse).    Uses  of  horses  to  us. 

Outdoor  Observation — Note  changes  in  trees,  garden  and  field  plants, 
animal  life,  etc. 

Birds — Put  out  suet,  bones  and  seeds  for  birds.     Special  study  of  chickadee. 

Hand  Work — Collect  and  mount  pictures  of  horses  and  ponies. 

Fourth  Month. 

Weather  and  Sky — Keep  chart  similar  to  one  suggested  for  First  Grade, 
Third  month. 

Trees — Special  study  of  two  or  three  evergreens.  Christmas  greens,  holly, 
ground  pine,  native  home,  character  of  leaves,  fruit. 

The  Christmas  Dinner — Make  special  study  of  fruits.  What  part  of  the 
dinner  comes  from  our  own  locality;  what  part  comes  from  other  parts  of  the 
country? 

Animals  in  Winter — Review  how  we  keep  warm  in  winter.  How  do 
animals  keep  warm?  Natural  covering;  hair,  fur,  wool,  feathers.  How  some 
wild  animals  spend  the  winter ;  hibernation. 

Health  Studies— Our  hands  and  arms ;  what  they  help  us  to  do ;  main 
parts  of  these  members ;  care  of  hands,  nails,  skin.  The  feet  and  legs ;  how 
they  are  useful,  main  parts,  care,  good  habits  of  walking. 

Hand  Work — Make  basket  of  fruit  by  cutting  out  of  colored  paper.  Cut 
and  color  Christmas  trees. 

Fifth  Month. 

Animals — Special  study  of  sheep ;  habits,  food,  care.  Value  of  wool  in 
helping  keep  us  warm. 

Shelter  for  animals ;  barns,  sheds,  kennels,  etc. 

Weather — Simple  study  of  ice  and  snow.  Work  that  ice  and  snow  make 
us.    Watch  a  snow  storm. 

Health  Studies — How  to  be  strong;  need  of  exercise,  winter  games. 

Sleep  and  Rest— Why  needed ;  time  to  sleep ;  importance  of  fresh  air  in 
sleeping  room,  necessity  of  changing  clothes  at  night.  What  our  eyes  do  for 
us ;  care  of  eyes. 

Hand  Work — Construct  a  barn  and  barnyard  out  of  a  box  or  pasteboard 
in  sand  table,  stock  with  hay,  corn  and  other  foods  collected  in  October.  Make 
the  animals  out  of  clay  or  paper. 


PHYSICAL    TRAINING — SECOND    YEAR.  75 

Sixth  Month. 

Animal  Pets — The  dog;  habits,  feeding,  drinking,  uses,  care,  kinds.  The 
Eskimo  and  his  dog.;  wolf,  fox. 

Health  Studies — The  nose,  things  learned  by  the  sense  of  smell.  Value 
to  us.  Breathing  through  nose.  Use  of  handkerchief.  What  animals  have  a 
keen  sense  of  smell?     The  ear  and  its  care.     Good  habits  in  sitting  and  standing. 

Hand  Work — Make  a  kennel  out  of  paper.  Cut  pictures  of  dogs  out  of 
magazines  and  mount  in  booklet. 

Seventh  Month. 

Awakening  Life — Study  of  early  appearing  grasses,  weeds,  flowers.  Look 
for  plants  that  have  remained  green  over  winter.  Make  collection  of  five  or 
six  early  flowers,  or  leaves  of  early  plants. 

Trees — Follow  spring  changes  in  maples,  willow,  and  other  trees,  special  at- 
tention to  pussy  willow  and  flowers  of  maples.     Add  two  new  trees. 

Birds — Watch  for  the  arrival  of  robins,  blue  birds,  black  birds  and  others. 
Special  study  of  black  bird  and  blue  bird. 

Garden — Plant  nasturtiums,  lettuce  or  radishes,  pumpkins  and  corn  in  win- 
dow boxes  in  school  room.  Watch  the  growth  of  the  plants.  Children  learn  to 
water  and  care  for  the  plants. 

Hand  Work — Press  and  mount  flowers  and  leaves  collected. 

Eighth  Month. 

Pond  Life— If  possible,  make  a  field  trip  to  a  pond  and  observe  awakening 
life  in  water.  Special  study  of  frogs  or  toad's  eggs.  Follow  the  life  history 
in  aquaria  in  the  school  room. 

Poultry — Review  hen  and  chickens.     Study  ducks  and  geese. 

Trees — Study  winged  fruit  and  seeds  of  silver  maple. 

Garden — Make  gardens  at  home ;  choose  two  vegetables  and  two  flowers. 
Identify  seeds.  How  to  make  the  garden.  Plant  various  kinds  of  gourds.  Plant 
a  few  broom  corn  seeds.     Wild  flowers:  identify  three  or  four. 

Health  Studies — ^Clean  homes,  clean  back  yards,  clean  clothes,  clean  hands 
and  feet. 

Hand  Work — Make  poultry  yard  of  pasteboard  on  sand  table  or  tray.  Cut 
the  different  kinds  of  poultry  out  of  paper.     Plant  maple  seeds. 


PHYSICAL  TRAINING. 
See  General  Directions. 

The  aims  of  the  work  in  this  grade  are  similar  to  those  in  the  first.  The 
story  plavs  are  given  in  a  more  formal  manner,  and  especial  emphasis  should 
be  placed  on  training  the  rhythm,  and  imagination. 

First  Month. 

Story  Play.s — The  Winds  and  the  Corn,  The  Butterfly  Ball,  The  Farmer 
Boy.  Games — London  Bridge,  Cat  and  Rat,  Flowers  and  Wind.  Rhythms — 
March,  in  twos,  fours  and  eights.  Tall  men ;  brownies.  Rhythmic  Pla}' — Little 
Bo-Peep. 

Second  Month. 

Story  Plays— The  Dairy,  Walk  to  the  Park.  Witches,  The  Wind.  Games 
— Midnight,  Roger  is  Dead.  Rhythms — March,  accenting  first  beat  of  each 
meas.  with  stamp,  clapping  hands  over  head  on  first  beat  of  each  meas.  Rhythmic 
Plav — Mistress  Mary. 

Third  Month. 

Story  Plays — Repairing  the  Street,  Rumpelstiltskin,  The  Puritan.  Gather- 
ing Corn,  Games — Stone,  Simon  Says,  Tag  (Japanese.  Stoop,  Eenie,  Weenie 
Coxie  Wanie).  Rhythms — Flying  Kite  (%  time).  Rhythmic  Play — London 
Bridge  (dance). 


76  READING — THIED  YEAR, 

Fourth  Month. 

Story  Plays — Travels,  Getting  Christmas  Trees,  The  Christmas  Bell. 
Games — Automobiles.  Pupils  choose.  Rhythm — Polka  step.  Rhythmic  Play 
— Snap  Polka. 

Fifth  Month. 

Story  Plays — The  Scarecrow  that  Came  to  Life,  The  Scarecrow  Goes  on 
a  Journey,  Bean  Bag  Drill  I.  Games — Drop  the  Handerchief,  Puss  in  Corner. 
Rhythms — Snow  balling  (-)4  time),  skating  (slow  march  time).  Rhythmic  Play 
— Washerwoman  (Gilbert's  School  Dances). 

Sixth  Month. 

Story  Plays — Review — Bean  Bag  Drill  I,  The  Shepard,  Bean  Bag  Drill  II. 
Games — Wee  Bologna  Man,  Fox  and  Squirrel.  Rhythms — March.,  sawing 
wood  (march  time).     Rhythmic  Pla}' — Minuet. 

Seventh  Month. 

Story  Plays — Review— Bean  Bag  Drill  II,  The  Indian,  Ball  Drill  I.  Games 
— Rabbit  in  the  Hollow,  Hunting.  Pupils  choose.  Review  Rhythms.  Rhythmic 
Play — Dickory,  Dickory,  Dock. 

Eighth  Month. 

Story  Plays— Review.  Ball  Drill  I,  Ball  Drill  II,  Robin  Hood  or  May 
Day.  Games — Puss  in  the  Circle,  Frog  in  the  Middle.  Rhythms — Sowing  the 
Seed  (^  time),  harvesting  grain   (march  time).     Rhythmic  Play — Sandal  Polka. 


THIRD  YEAR. 


Text-Books— Third  Reader.  Language  Book,  Primary  Arithmetic, 
Speller,  Primer  of  Physiology. 

Reading — Third    reader   or    readers.  Physiology    and     Hygiene — In     connection 

Spelling — Words    from    all    lessons,    homo-  with  Nature-Study. 

nyms,    synonyms,    etc.,    or   speller.  General   Cxercises — Music,   Drawing,   Mor- 

Language — Study    of    Poems.     Correct  use                       als   and   Manners,    Construction   Work. 

of  certain   words.     Picture   Study.  Nature-Study — Study     of     gar^len     plants, 

Arithmetic — Primary  text-book.  and  forest  trees. 

Writing — Forms  of  letters.  Physical   Training — Gymnastics,    Games. 


READING. 

ALTERN.\TION — In  crowded  country  schools  the  third  and  fourth  year  reading  classes 
may  he  combined.  Use  a  third  reader  of  one  series  with  your  third  year  class  and  a  third 
readers  of  another  series  with  your   fourth  year  class. 

Text — Third  Reader  or  Readers,  as  adopted  by  Board  of  Directors. 

The  material  for  this  grade  is  very  abundant,  very  rich  and  stimulating. 
It  sometimes  seems  that  the  third  year  people  of  all  people  should  have  a 
tremendously  exciting  and  delightful  time  reading.  The  tastes  of  the  child 
have  changed.  The  fairy  stories  of  the  second  year  are  now  supplanted  by  the 
"true"  stories  of  adventure  and  history,  stories  with  real  people  and  real 
events.  The  change  of  interest  may  give  opportunity  to  stimulate  some  that 
have  not  thus  far  been  caught  by  the  reading  habit.  The  reading  hour  must 
not  be  allowed  to  become  dull,  the  response  logy.  The  material  must  be  kept 
effective,  and  the  proof  of  effectiveness  is  the  zest  with  which  children  devour  it. 

Silent  Reading. 

The  children  should  have  come  into  their  first  full,  free,  independent  ability 
to  read.  With  appropriate  directions  in  advance,  they  can  make  fairly  adequate 
preparation  for  a  recitation.  These  directions  must  be  given  in  various  ways 
to  suit  the  various  lessons;  thus:  (i)  By  working  the  advance  lesson  through 
with  the  children,  asking  questions  to  be  answered  by  a  sentence  or  phrase  of 
the  text ;  reading  these  to  the  class,  if  necessary,  and  writing  them  on  the 
board ;  noting  and  pronouncing  and  briefly  explaining  and  illustrating  the 
otherwise  too  hard  words,  and  writing  them,  or  having  a  child  write  them  on 


READING — THIRD  YEAR.  "]•] 

the  board;  raising  points  of  needed  observation  or  information;  etc.  This 
may  take  a  considerable  portion  of  a  period;  very  well,  let  it  take  all  of  it,  if 
only  real  work  is  being  done,  such  as  will  enable  the  class  to  come  next  day 
with  mastery.  (2)  By  indicating  topics  about  which  information  is  to  be  had 
by  the  reading;  questions  whose  answers  are  to  be  found,  may  be  put  on  the 
board.  (3)  By  raising  questions  that  will  give  the  pupils  the  idea  of  "reading 
to  a  purpose."  (4)  Lists  of  words  likely  to  give  trouble  ma}^  be  written  on 
the  board,  pronounced,  explained,  and  drilled  upon.  The  children  should  have 
their  books  in  hand  as  these  lists  are  gone  over  and  find  the  words  in  their 
settings. 

Oral  Reading. 

The  material  used  for  oral  reading  should  be  less  difficult  in  vocabulary 
than  that  used  in  silent  reading.  Much  of  the  recitation  time  can  be  used  in 
reading  aloud,  the  child's  other  work  giving  some  practice  in  silent  reading. 
In  order  that  the  children  may  have  ear  training  and  an  ideal  as  to  what  good 
reading  is  the  teacher  should  read  frequently  to  them. 

As  a  test  of  the  pupil's  understanding  and  as  a  stimulation  for  expression, 
dramatization  may  be  used.  Occasionally  the  lines  may  be  learned,  but  good 
results  may  come  from  reading  "a  part".  Encourage  bodily  expression. 
Gesture  helps  the  pupil  in  many  ways :  it  aids  in  getting  his  message  to  the 
listener,  it  gives  the  reader  freedom,  it  helps  him  to  throw  himself  into  his 
work,  it  aids  in  stirring  emotion. 

Memorized  selections  have  their  place  as  a  part  of  the  reading  work.  They 
serve  two  purposes :  opportunity  for  finished  work  in  expression,  and  fixing 
the  choice  vocabulary  of  literature. 

The   technique   suggested   in   the   first   year   outline   may  te   continued   and 
additional   points   added.      More   difficult   problems   of   grouping   will   arise   and 
they  should  be  dealt  with.     Poetry  offers  excellent  material  in  this  line. 
"I  remember  the  gradual  patience 

That  fell  from  that  cloud  like  snow, 
Flake  by  flake,  healing  and  hiding 
The  scar  that  renewed  our  woe." 
Suppose  we  group  doud  and  like  together  and  pause  between  like  and  snov:. 
What  would  be  the  meaning?    Note  the  third  line.    Suppose  we  read  with  a 
pause  after  healing  and  not  after  hiding;  what  is  the  meaning? 

If  a  child  makes  the  pause  in  the  wrong  place,  it  is  betier  to  correct  the 
error  by  analyzing  the  meaning  than  simply  suggesting  a  pause  in  another  place. 

Emphasis  and  inflection  may  be  studied.  The  terms  themselves  may  not  be 
used,  and  nc  formal  study  may  be  made  of  them;  but  the  children  may  be 
trained  to  read  a  sentence  with  shifting  emphasis  and  different  inflections  and 
tell  the  resulting  meanings.  For  illustration,  use  the  following  sentence :  he 
must  go  with  me.  It  may  be  read  in  many  ways,  ranging  all  the  way  from  a 
simple  statement  of  a  fact  to  the  exact  negation  of  that  fact — a  speaker  might 
use  these  very  words  and  mean  that  "he"  could  not  go  with  him.  It  is  well 
to  call  the  children's  attention  that  a  sentence,  orally  expressed,  has  a  tune 
and  this  tune  is  essential  to  the  expression  of  the  meaning.  Of  course,  children 
are  not  going  to  use  the  elements  of  technique  as  ends ;  they  are  means  of 
making  the  ear  receive  just  what  the  book  says.  Children,  because  of  their 
experience  in  conversation,  are  very  keen  in  detecting  the  meaning  _  of  a 
sentence  when  they  can  hear  its  phrasing  and  "tuning."  The  suggestion  is  that 
the  teacher  make  use  of  this  developed  skill,  that  she  encourage  the  pupil  to 
make  the  book  "talk". 

Phonics. 

In  addition  to  drill  on  the  symbols  and  sounds  already  considered,  the 
child  is  now  ready  to  take  up  the  problem  of  syllabication  and  accent.  Begin 
the  study  of  these  new  problems  with  words  of  two  syllables.  The  first  group 
to  be  studied  is  that  illustrated  by  handful,  judgment,  upstairs,  teacup,  refresh, 
displace.    These  can  be  divided  into  syllables  either  by  knowing  the  two  words 


78  READING^THIRD   YEAR. 

of  which  the  one  is  composed  (teacup),  or  by  recognizing  the  root  and  prelix 
or  suffix.  Make  Hsts  of  simple  words  which  the  children  know  and  have  the 
class  divide  them. 

The  next  class  of  words  considered  are  those  which  have  one  consonant 
between  two  vowels — favor,  cider,  silo,  paper.  There  will  be  as  many  syllables 
as  sounded  vowels  and  the  problem  is  to  determine  whether  the  consonant 
between  the  vowels  goes  with  the  first  vowel  or  second.  The  general  rule  is 
that  it  goes  with  the  second.  This  principle  should  not  be  taught  to  the  pupils, 
but  they  should  discover  it  by  a  careful  study  of  well-chosen  words.  The 
principle  will  develop  easily  because  the  children  have  been  taught  from  the 
first  to  blend  the  consonant  and  the  vowel. 

By  further  study  of  the  words  {favor,  cider,  etc.)  it  will  be  observed  that 
when  the  vowel  is  the  last  letter  in  the  syllable,  that  vowel  has  its  long  sound. 
When  the  vowel  ends  the  syllable  the  syllable  is  called  open  because  the  mouth 
is  open  in  making  the  vowel;  when  the  consonant  ends  the  syllable  it  is 
called  closed. 

Another  class  of  words  very  closely  related  to  those  just  considered  is 
illustrated  by  the  following :  solid,  rapid,  timid,  profit.  Here  again  the  problem 
is  to  place  the  middle  consonant  with  its  proper  vowel.  According  to  the 
principle  noted  above  the  division  would  occur  between  the  first  vowel  and  the 
consonant  following  it.  But  such  a  division  would  leave  an  open  syllable  and 
in  such  a  syllable  the  vow'el  would  be  long.  Referring  to  the  principle  that  the 
closed  syllable  is  short,  and  knowing  that  the  first  vowel  is  short,  we  may 
determine  that  the  division  comes  after  the  middle  consonant. 

The  next  problem  of  syllabication  will  deal  with  words  which  have  two 
consonants  between  the  vowels — deprive,  table,  hydrant.  By  studying  the  illus- 
trating words  it  will  be  found  that  the  consonants  in  question  go  with  the 
following  vowel.  The  first  syllable  in  each  word  is  open  and  therefore  long. 
A  second  group  in  this  class  may  be  illustrated  by  goblet,  slumber,  barber.  In 
analyzing  these  we  may  use  two  determining  factors :  first,  will  the  two 
consonants  blend  easily  together  and  with  the  following  vowel ;  and  second, 
is  the  first  syllable  to  be  left  open  or  closed.  For  instance,  it  is  easy  to  tell 
where  slumber  will  divide.  There  will  be  two  syllables.  The  middle  consonants 
will  tend  to  go  with  the  second  vowel,  but  we  can't  easily  say  mber.  Further- 
more, the  first  syllable  has  a  short  u;  hence,  it  needs  the  m  to  close  it.  In  the 
case  of  barber  the  principle  is  the  same  except  the  first  vowel  has  to  have  the 
r  to  give  it  its  proper  sound. 

The  last  class  is  made  up  of  words  having  three  consonants  between  the 
vowels — grumble,  complete,  inspire,  pumpkin.  The  general  principle  here  is 
that  the  first  of  the  consonants  goes  with  the  first  vowel,  and  the  two  other 
consonants  go  with  the  second  vowel.  However,  if  this  division  does  not 
result  in  units  which  are  easily  pronounced,  a  different  division  may  be  made. 
If  the  first  principle  were  followed  in  the  case  of  pumpkin,  the  second  syllable 
would  be  pkin.  These  sounds  do  not  blend  easily;  hence,  the  break  comes 
after  the  p. 

The  teacher  should  give  many  illustrations  in  teaching  s  principle  and  be 
very  accurate  in  selecting  the  words.  To  introduce  exceptions  is  to  bring  con- 
fusion. The_  variations  from  the  rule  may  be  considered  after  the  principle 
is  well  established. 

Accent. 

If  the  rhythm  work  suggested  for  the  earlier  grades  has  been  well  done, 
there  will  be  little  trouble  in  teaching  accent.  Words,  divided  into  syllables, 
may  be  placed  on  the  board ;  thus : 

sam    pie 

ex    cite 

ac    com     plish 

col    um    bine 

dis    ap    pear 


SPELLING THIRD    YEAR.  79 

With  pencil  one  of  these  words  may  be  suggested  by  its  rhythm  and  the  class 
may  tell  which  word  was  given.  One  of  the  pupils  may  "beat"  a  word  and 
the  rest  tell  which  one  he  gave.  Even  questions  and  answers  may  thus  be 
"beaten"  by  different  members  of  the  class. 

Accent  may  be  laught  in  three  other  ways  : 

1.  By  Stress — Making  one  syllable  louder  than  the  others.  A  good 
suggestion  in  connection  with  this  method  is  that  the  teacher  make  the 
pupils  conscious  that  accent  is  really  constrast,  and  one  syllable  may  be 
louder  than  any  other  because  the  other  is  softer.  Accent  may  result 
from  obscuring  part  of  a  word  as  well  as  by  stressing  a  part. 

2.  By  Weight — Some  pupils  that  do  not  respond  to  other  methods 
will  get  accent  by  feeling  that  a  part  of  a  word  is  made  heavier  than 
the  rest. 

3.  By  Tune — This  method  combines  well  with  the  rhythm  method. 
The  accented  syllable  is  raised  in  pitch,  or  we  may  say  that  the  un- 
accented part  is  lowered. 

Punctuation. 

The  capital  letter  and  the  marks  indicating  the  close  of  a  sentence  are  to 
be  explained  more  fully  than  in  the  second  grade.  These  marks  are  not  to 
be  taught  as  causes  of  expression.  The  period  does  not  cause  a  falling  in- 
flection, neither  does  the  question  mark  cause  the  rising  inflection.  These  de- 
vices are  used  by  the  writer  to  make  his  meaning  clear  and  the  child,  having 
found  the  meaning,  uses  his  voice  with  the  pauses  and  inflections  to  express 
the  meaning. 

The  use  of  quotation  marks  should  be  taught  in  connection  with  conver- 
sation or  dramatization ;  that  is,  where  there  are  words  introducing  direct 
quotations. 

The  comma  may  receive  some  attention.  The  mark  should  be  studied  in 
a  sentence  wher  its  use  is  simple  and  where  its  relation  to  the  meaning  is 
obvious.  Select  some  sentence  in  which  the  comma  plays  an  important  part. 
a  sentence  of  such  meaning  that  a  shift  of  the  mark  or  its  omission  will  make 
a  radical  difference  in  the  meaning.  "He  ate,  and  fed  the  horses,"  will  illus- 
trate. Or,  "She  was  cutting  ribbons,  with  a  worn-out  look."  Of  course,  this 
study  can  not  be  carried  very  far,  but  enough  can  be  given  to  make  the  child 
sense  the  fact  that  punctuation  is  really  part  of  the  sentence  and  not  some 
strange  figures  that  are  put  in  by  chance  and  accident. 


SPELLING. 
General  Suggestions  on  Teaching  Spelling. 

1.  The  aim  of  this  course  is  to  combine  spelling,  pronunciation,  word 
study,  and  dictionary  work. 

2.  Language  has  two  forms,  oral  and  written.  A  course  in  spelling  should 
include  training  in  both  forms. 

3.  The  oral  word  appeals  to  the  ear  (sound) — pronunciation.  Correct 
pronunciation  is  as  important  as  correct  spelling,  or  even  more  so,  as  most 
people  talk   (pronounce)   much  more  than  they  write   (spell). 

4.  The  written  word  appeals  to  the  eye  (form) — letters  arranged  in 
proper  order. 

5.  A  word  is  a  sign  of  an  idea,  a  vehicle  of  thought;  therefore  meaning 
and  life  should  be  put  into  the  words  used  in  spelling  lessons.  Word-study 
should  go  hand  in  hand  with  spelling,  meaning  and  pronunciation.  Teachers 
should  studiously  avoid  the  old-time,  parrot-like,  meaningless  recitations  which 
brought  the  study  of  spelling  into  disrepute  in  many  localities. 

6.  In  learning  to  spell  two  questions  are  important :  (a)  What  words 
to  learn;   (b)How  to  learn  them. 

7.  Choose   for   class   exercises   in   spelling  only   such   words   as   are,    (a) 


8o  SPELLING — THIRD   YEAR. 

somewhat  familiar  to  almost  all  pupils  of  the  class;  (b)  in  common  use;  (c) 
as  have  orthographic  difficulties.  Do  not  waste  time  on  words  that  pupils 
know  and  know  well. 

8.  In  learning  to  spell,  use  the  sense  of  sight,  the  sense  of  hearing, 
the  muscular  powers  of  the  hand  and  of  the  vocal  organs, — use  all  four  of 
them.  Knowledge  gained  through  different  senses  becomes  associated  in  the 
brain,  and  association  is  the  basis  of  memory. 

g.  Depend  mainly  on  written  spelling  which  emplovs  the  sense  of  sight  and 
at  the  same  time  the  muscular  sense.     Review  by  spelling  orally  if  practicable 

ID.  Learning  to  spell  is  memorizing  and  depends  on  attention  to  tht 
different  parts  of  the  words,  and  on  repetitions  or  reviews. 

11.  Words  misspelled  in  writing  should  be  written  several  times  on  a 
number  of  days. 

12.  To  learn  spelling  in  the  most  economical  way,  use  all  four  of  the 
means  named  above,  and  meet  all  the  conditions  of  memory. 

13.  Lead  pupils  to  form  the  habit  of  studying  carefully  all  new  words 
as  they  come  to  them  in  all  their  lessons  and  in  their  general  reading. 

14.  Training  in  the  "habit  of  exactness"  is  very  important  in  teaching 
pupils  to  spell,  and  spelling  affords  an  excellent  means  of  teaching  "habit  of  ex- 
actness". If  a  pupil  habitually  misspells  a  few  words  of  each  lesson  through  his 
school  life  of  eight  or  more  years,  he  thereby  receives  a  large  amount  of 
positively  bad  training  which  will  be  detrimental  to  him  in  after  life.  On  the 
other  hand  if  he  is  taught  to  master  completely  and  fully  every  lesson  in 
spelling  assigned  him  from  day  to  day ;  he  will  thereby  form  a  habit  that  will 
be  of  great  value  to  him  in  other  studies  and  in  the  work  of  life. 

15.  Teachers  are  asked  to  bear  m  mind  that  in  the  limited  space  allowed 
here  it  is  impossible  to  outline  in  every  detail  a  complete  course  in  spelling. 
The  aim  has  been  to  outline  a  systematic  well-balanced  course  in  which  definite 
work  is  given  for  each  month  of  each  year,  third  to  eighth  inclusive;  but 
some  of  the  exercises  are  suggestive  only  and  should  be  supplemented  by  other 
similar  exercises  arranged  by  the  teacher,  or  taken  from  the  textbook  in 
spelling  as  adopted  by  the  board  of  education. 

ALTERNATION — The  work  in  spelling  for  third  and  fourth  years  is  arranged  for  alter- 
nation. During  the  school  year  of  1918-19  teach  third  year  spelling;  during  1919-20  teach 
fourth  year  spelling,  and  so  continue  to  alternate   the   work  of  the  two  years. 

Suggestions  on  Teaching  Third  and  Fourth  Year  Spelling. 

I.  To  understand  thoroughly  the  purpose  and  plan  of  the  course  in 
spelling,  carefully  read  the  "General  Suggestions  on  Teaching  Spelling"  given 
on  page  79  of  this  Course. 

'2.  Pupils  of  this  grade  like  to  write  names  of  things  they  see.  Hence 
exercise  No.  2,  each  month,  calls  for  classified  lists  of  words,  as  names  of 
objects  in  the  schoolroom,  names  of  fruits,  trees,  flowers,  etc.  Have  ptipils 
write  lists  neatly  in  columns,  numbering  words  consecutively.  At  recitation 
note  how  many  words  each  pupil  has  written  and  number  of  words  correctly 
spelled  in  each  list.  If  any  words  are  misspelled,  give  them  proper  attention. 
Encourage  neat  lists  with  all  words  correctly  spelled.  If  a  pupil  knows  the 
name  of  an  object  and  does  not  know  how  to  spell  the  word,  show  him  how 
to  learn  the  correct  spelling. 

3.  The  lists  include  homonyms  or  homophones  which  have  been  carefully 
selected  because  they  are  in  common  u.se.  Have  words  used  in  neatly  written 
original  phrases  or  sentences.  Encourage  pupils  to  construct  thoughtful 
sentences. 

4.  The  lists  of  antonyms  have  been  selected  with  care.  Teachers  may 
dictate  a  line  of  antonyms  and  require  the  pupils  to  supply  the  antonym  for 
each  in  the  line  below. 

5.  Word-building  is  an  attractive  exercise  for  pupils  of  this  grade;  hence 

the    reason    for   the   Lxcrcises   in    using   common    English    prefixes    and   suffixes 


SPELLING — THIRD    YEAR.  8l 

in    word    building.      Have    words    neatly    written    in    columns    and    numbered 
correctly. 

6.  Watch  for  misspelled  words  and  give  them  special  attention  as  sug- 
gested in  general  exercises. 

First  Month. 

1.  Pronounce  and  spell  important  words  in  everyday  use  in  all  the  lessons 
of  the  month  in  reading,  language  and  numbers,  or  assign  spelling  exercises 
from  the  spelling  book. 

2.  Write  names  of  objects  in  the  schoolroom;  names  of  fruits;  things 
done  in  school. 

3.  Use  correctly  in  sentences  or  phrases  :  adds  ;  bad  ;  be,  bee ;  beat,  beet ; 
blue;  bale;  bowl;  cent,  sent;  cellar;  dew. 

4.  Study  words  of  opposite  meaning :  present,  absent ;  come,  go ;  ugly, 
pretty;  most,  least;  many,  few. 

Second  Month. 

1.  Pronounce  and  spell  common  words  of  all  lessons  of  the  month  in 
reading,  language  and  numbers,  or  assign  spelling  lessons  from  textbook. 

2.  Write  names  of  boys;  names  of  girls;  name  of  a  post  offce. 

3.  Homonyms :  fair,  flea,  fourth,  flew,  him,  hole,  heart,  hair,  heel.  hoes. 
Use  each  homonym  in  a  carefully  written  sentence. 

4.  Write  antonyms:  dear,  cheap;  shallow,  deep;  up,  down;  light,  dark; 
good,  evil. 

5.  Write  a  list  of  words  to  which  er  can  be  annexed.  (Note  change  in 
spelling   such   words   as   drive,   driver;    rob,   robber.) 

Third  Month. 

1.  Pronounce  and  spell  useful  words  of  all  lessons  of  the  month  in 
reading,  language  and  numbers. 

2.  Write  names  of  forest  trees;  fruit  trees;  names  of  flowers,  nr  base 
work  on  word-study  or  spelling. 

3.  Homonyms  ;  need,  new,  not,  leak,  limb.  mail,  might,  miner,  mantel,  nose. 

4.  Study  antonyms:  near,  far;  true,  false;  coarse,  fine;  add,  subtract; 
clear,  cloudy. 

5.  Write  a  list  of  words  to  which  y  can  be  annexed.  (Note  change  in 
spelling  such  words  as   fun,   funny;   ease,  easy.) 

Fourth  Month. 

1.  Pronounce  and  spell  new  and  useful  words  of  all  lessons  of  the  month 
in  reading,  language  and  numbers  ;  or  assign  lessons  from  speller. 

2.  Write  names  of  parts  of  a  house;  names  of  building  materials. 

3.  Homonyms :  pain,  pail,  pole,  rap,  ring.  sun.  sleigh,  some,  sew,  weigh. 

4.  Give  antonyms  :  bad,  good ;  sad,  gay ;  low,  high  ;  exhale,  inhale ;  cruel, 
kind. 

5.  Write  a  list  of  words  to  which  ly  can  be  suffixed. 

Fifth  Month. 

1.  Pronounce  and  spell  new  and  useful  words  of  all  lessons  of  the 
month  in  reading,  language  and  numbers. 

2.  Write  names  of  things  in  a  home;  names  of  things  you  can  do. 

3.  Homonyms  :  steal ;  steak ;  see,  sea ;  time  ;  to,  too,  two ;  tacks ;  team  ; 
tail ;  bin  ;  dear. 

4.  Write  antonyms:  short,  long;  little,  big;  gain,  loss;  weak,  strong; 
sweet,  sour. 

5.  Write  a  list  of  words  to  which  \n  can  be  prefixed. 

Sixth  Month. 

1.  Pronounce  and  spell  new  and  useful  words  of  all  lessons  of  the 
month  in  reading,  language  and  numbers;  or  spell  from  textbook. 

2.  Write  names  applied  to  relatives;   names   of  articles  of  clothing. 

3.  H()m)nyms :  gate,  break,  bow,  haul,  hall,  beech,  bread,  course,  find,  gilt. 


82  LANGUAGE  AND  COMPOSITION — THIRD   YEAR. 

4.  Write  antonyms:  shut,  open;  seldom,  often;  slow,  quick;  right,  wrong; 
begin,  finish. 

5.  Write  a  list  of  words  to  which  mi  can  be  annexed. 

Seventh  Month. 

1.  Pronounce    and    spell    useful    words    of    all    lessons    of    the    month    in 
reading,  language  and  numbers,  or  drill  on  words  in  speller. 

2.  Write  names  of  parts  of  the  body;  things  in  a  garden. 

3.  Homonyms  :  hide,  load,  low,  moan,  none,  pray,  pier,  wrote,  rain. 

4.  Write  antonyms  :  poor,  rich  ;   common,  rare ;   straight,  crooked ;   frown, 
smile;  wise,  foolish. 

5.  Write  a  list  of  words  to  which  fitl  can  be  annexed. 

Eighth  Month. 

1.  Pronounce    and    spell    useful    words    of    all    lessons    of    the    month    in 
reading,  language  and  numbers,  or  make  assignments  from  speller. 

2.  Write  names  of  articles  of  food;  names  of  insects. 

3.  Homonyms  :  rice,  road,  size,  ton,  shone,  waist,  flour,  holy,   fort. 

4.  Study  antonyms  :  dull,  sharp ;  sinner,  saint ;  loose,  tight ;  brittle,  tough ; 
thick,  thin. 

5.  Write  a  list  of  words  to  which  less  can  be  annexed. 


LANGUAGE  AND  COMPOSITION. 

Read  outline  for  the  earlier  grades.  Remember  that  every  lesson  is  a 
lesson  in  oral  language,  and  that  everything  written  in  any  class  is  a  piece  of 
written  language.     Insist  upon  the  same  standards  of  correctness  in  all  classes. 

I.     Aims — Oral :   To  train  the  pupils  : 

1.  To  talk  freely  to  the  class  about  the  things  they  are  interested  in, 
showing  some  ability  to  stick  to  the  point. 

2.  To  speak  distinctly  and  in  a  natural  tone. 

3.  To  speak  in  clean-cut  sentences, — not  joined  by  aiid's,  hut's,  so's 
and  then's. 

4.  To  form  certain  good  speech-habits. 

5.  To  enlarge  their  vocabularies.     (See  page  40) 
Written  :  To  train  the  pupils : 

1.  To   write    a    few    clean-cut    related    sentences,    on    a   given    topic, 
unmarred  by  misspelled  words. 

2.  To  show   by  the  use  of  capitals   and   punctuation   marks   the   be- 
ginning and  the  end  of  each  sentence. 

3.  To  master  a  few  additional  technicalities  of  written  composition. 

4.  To    proof-read    and    correct    their    compositions    before    handing 
them  in. 

n.  Kinds  of  Written  Work — Single  sentences,  copied  and  taken  from 
dictation ;  short  paragraphs,  not  more  than  four  or  five  sentences  long,  mainly 
narrative  (reproduction  of  stories)  ;  (Of  course,  do  not  hold  to  this  minimum 
a  child  who  can  write  well  a  longer  paragraph)  ;  very  simple  kinds  of  letters. 
(See  page  46,  letters  for  Grades  I  and  II.  Third  grade  children  should  of  course 
do  somewhat  more  advanced  work  than  second  grade  children.) 

HI.     Suggestive  Subjects  for  Compositions  (See  page  83). 

IV.     Correction  of  Oral  and  Written  Work:    (See  pages  41-42). 

Literature. 

Read  the  Introduction  to  Literature,  page  42. 

The  prose  literature  outlined  for  the  third  year  consists  chiefly  of  animal 
and  hero  stories.  The  Norse  myths  are  used  again ;  the  version  suggested  is 
simple  enough  for  the  children  to  read  themselves,  at  least  after  hearing  the 
stories  told.  The  stories  from  Kipling  and  Howells  should  be  read  to  the 
children,  as  dramatically  as  possible,  since  no  telling  could  be  so  vivid  and 
delightful  as  that  of  the  authors  themselves.     The  Bible  stories  may  be  told 


LANGUAGE  AND   COMPOSITION — THIRD    YEAR.  83 

or  read  from  some  adapted  version,  or  partly  told  and  partly  read ;  in  any 
case  some  of  the  language  of  the  original  should  be  used.  Of  course  the  small 
number  of  stories  listed  should  not-  limit  the  literature  presented.  Others 
from  the  same  collections  may  be  read.  Some  teachers  are  successful  with 
"Alice  in  Wonderland"  in  the  third  grade.  "The  Story  of  the  Rhinegold" 
by  Chapin,  is  excellent  material.  "In  the  Days  of  Giants"  by  Abbie  Farwell 
Brown  gives  the  Norse  myths  with  more  literary  flavor  than  the  text  suggested; 
but  it  is  too  diffiult  for  most  third  grade  children  to  read.  Since  most  of  this 
great  literature  is  not  suitable  for  dramatization,  it  may  be  supplemented  with 
folk  stories  retold  from  the  earlier  grades,  and  by  plays  prepared  for  children's 
use. 

Errors  of  Speech. 

Verbs — leave  me  do  it;  have  went;  would  have  went;  we  (you,  they)  wasn't; 
is  (are,  was,  were)  broke;  he  (she,  John)  don't,  etc.;  is  (are,  was,  were)  tore; 
had  drove.    Errors  in  the  use  of:  may,  lie,  sit;  saw,  seen;  did,  done. 

Pronouns — them  are,  hisn. 

Double  Negatives — won't  hurt  nothin'. 

Pronunciation — a-goin',  pome  (poem),  take  'em,  etc.,  jist,  fur  (for,  far), 
cuz  (because). 

Miscellaneous — wants  out  (in),  wants  on  (off,  up,  down),  to  home,  worser, 
Mrs. — for  unmarried  women.  Miss — for.  married  women. 

*As  the  heading  indicates,  the  expressions  listed  here  are  incorrect.  Ex- 
amples of  faulty  pronunciation  are  scattered  throughout  the  grades  in  a  more 
or  less  haphazard  fashion.  They  are  intended  merely  to  serve  as  suggestions 
and  reminders  of  the  kinds  of  errors  to  eradicate 

Technicalities  in  Writing. 

Capitals — For  the  names  of  state,  city,  town;  titles  of  persons,  as  needed; 
for  the  initials,  A.  M.,  P.  M.,  M. 

Punctuation — Period  for  abbreviations  and  initials  as  needed. 

Letter  Form — Still  simple,  but  the  proper  form  now  insisted  upon. 

Spelling — There  (if  not  mastered);  two — meaning  number;  would  have, 
coiild  haiT,  viikst  haz'e  (not  would  of.  etc.);  the  negative  contractions:  isn't, 
aren't,  wasn't,  weren't,  hasn't,  haven't  don't,  doesn't,  couldn't,  zvonldn't, 
shouldn't,  won't,  shan't,  any  others  needed. 

Pail^graph  Form — Greater  insistence  on  indention  of  first  word  and 
straight  margin  on  the  left. 

Subjects  for  Composition. 

See  first  three  topics  for  grades  i  and  2. 

For  Dramatization — Among  others :  The  Stealing  of  Tduna.  Freyja's 
Necklace.     Any  other  of  the  fairy  or  folk  tales  that  the  children  know  well. 

For  Picturing — Among  others:  (See  above.)  Nightfall  in  Dordrecht.  The 
Kitten  and  the  Falling  Leaves.  The  Seal's  Lullaby.  The  Children's  Hour. 
Nine  Little  Goblins.     The  Brook. 

Imagining  Stories — -From  pictures;  finishing  a  story  begun  by  the  teacher. 

Explanations — How  to  make  some  very  simple  things ;  how  to  play  a  game. 

From  Nature  Study — Why  I  like  pansies ;  How  a  thistle  differs  from  a 
dandelion;  The  coming  of  the  rain  storm;  How  I  learned  to  like  lettuce;  The 
birds  that  have  visited  us  this  winter ;  My  flower  calendar ;  The  plan  of  our 
house;  Some  things  the  plumber  told  me. 

Letters — To  members  of  the  family,  relatives,  absent  schoolmates,  telling 
some  little  simple  thing  of  interest  to  the  waiter. 

Standards  in  Written  Work. 

Our  dog  is   the  cutest   dog  you  ever  saw.     He  has  long  white  curly  hair. 
He  sits  on  my  father's  desk  all  the  time.     He  is  a  bluff  dog  made  of  cloth. 
— Taken  from  Sheridan's  "Speaking  and  Writing  English." 


84  LANGUAGE  AND   COMPOSITION — THIRD   YEAR. 

ALTERNATION — Third  Year  Language  should  be  taught  the  school  year  1918-19,  and 
each  alternate  year  thereafter;  Fourth  Year  Language  should  be  taught  the  school  vear 
1919-20  and   each   alternate   year   thereafter. 

First  Month. 

Habits  of  Speech — Drill  on  errors  noted  for  first  and  second  grades,  as 
needed,  especially  in  the  use  of  may,  lie,  sit,  saw,  seen,  did,  done  and  in  enuncia- 
tion of  final  ing.  Add:  "It  won't  hurt  anything" .—ncwtv,  "won't  hurt  nothing"; 
"Let  me  {him,  her,  Mary,  etc.)  do  it", — never,  "leave  me  (etc.)  do  it";  "going", 
— never,  "a-goin"';  "poem" — never,  "pome." 

Technicalities  in  Writing — Drill  on  those  noted  for  preceding  grades  as 
needed.  Add :  Capital  letter  for  the  name  of  state,  city,  town ;  greater  insist- 
ence on  indention  of  first  word  of  paragraph  and  straight  margin  on  the  left. 
Spelling:  there,  in  "there  is",  "there  are",  or  when  there  means  place, — not, 
"thcy  is  or  are"   (if  this  error  is  still  made). 

Stories — How  the  Elephant  Got  His  Trunk,  How  the  Camel  Got  His 
Hump,  The  Cat  that  Walks  by  Himself   (All  from  Kipling,  "Just-So  Stories"), 

Poems — *Robert  of  Lincoln  (Bryant),  Nightfall  in  Dordrecht  (Field), 
The  Man  in  the  Moon  (Riley),  The  Jumblies  (Lear),  Choosing  a  Name 
(Mary  Lamb). 

Picture — The  Haymakers — Dupre. 

Second  Month. 

Habits  of  Speech — Add :  "I  haie  gone",  "He  has  gone", — never,  "have  or 
has  went";  "I  ivould  have  gone", — never,  "I  would  have  went";  "take  them", 
"show  them", — not,  "take  'em",  etc. 

Technicalities  in  Writing — Add:  Form,  capitalization,  punctuation  of  the 
simplest  letter  form.    (See  page  83.    The  proper  form,  now  to  be  insisted  upon.) 

Stories — How  the  Whale  Got  His  Throat,  The  Beginning  of  the  Armadillos, 
How  the  Leopard  Got  His  Spots  (All  from  Kipling,  "Just-So  Stories"), 
Rikki-tikki-tavi   (Kipling,  "The  Jungle  Book"). 

Poems — The  Corn  Song  (Whittier),  *Good-Night  and  Good-Morning  (Lord 
Houghton),  The  Kitten  and  the  Falling  Leaves  (Wordsworth),  The  Pobble 
who  had  no  Toes   (Lear). 

Picture — Shoeing  the  Bay  Mare — Landseer. 

Third  Month. 

Habits  of  Speech — Add:  "IVc  ivcrcn't",  "You  zvcren't",  "They  zveren'f, — 
never,  "We  (you,  they)  wasn't" ;  "The  window  i<s  broken  (are,  was,  zvcre  broken), 
never,  "The  window  is  broke",  etc ;  They  are", — never,  "them  are." 

Technicalities  in  Writing — Add:  Spelling  the  contractions:  isn't,  aren't, 
wasn't,  weren't,  hasn't,  haven't,  two,  meaning  number. 

Stories — The  Story  of  the  Beginning,  Tyr  and  the  Wolf.  Freyja's  Neck- 
lace, The  Stealing  of  Iduna  (Asgard  Stories,  Foster  and  Cummins). 

Poems — *Down  to  Sleep  (Helen  Hunt  Jackson).  *Thanksgiving  Song 
(Emerson),  How  the  Leaves  Came  Down   (Coolidge),  Orphant  Annie   (Riley). 

Picture — Departure  of  the  Mayflower — Bayes. 

Fourth  Month. 

Habits  of  Speech — Add:  "He  (she,  John)  doesn't, — not,  "He  (etc.)  don't"; 
"Her  dress  is\  torn"  (are,  was  were  torn), — never,  "Her  dress  is  (etc.)  tore"; 
"just", — never,  "jisf." 

Technicalities  in  Writing — Add:  Spelling  the  contractions:  don't,  doesn't, 
couldn't,  wouldn't,  shouldn't,  won't,  shan't,  and  any  others  needed. 

Stories — Christmas  Every  Day,  The  Pony  Engine  and  the  Pacific  Express, 
The  Turkey  Turns  the  Tables   (All  from  Howell's  "Christmas  Every  Day"). 

Poems — -Piccola  (Celia  Thaxter),  *A  Christmas  Carol  (Dinah  Mulock 
Craik  in  Open  Sesame  I),  Old  Christmas  (Mary  Howitt,  in  Open  Sesame  I), 
*The  Lost  Doll  (Kingsley). 

Picture — The  Holy  Family — Murillo. 


LANGUAGE  AND   COMPOSITION — THIRD   YEAR.  8S 

Fifth  Month. 

Habits  of  Speech — Add:  "His" — never  "hisn";  "The  cat  wants  to  go  out 
(in)", — never,  "wants  out  (or  in)";  "The  baby  wants  to  t;et  up  (dozvu)", — 
never,  "zvants  up  or  down";  "I  want  to  get  on  (off)  the  car", — never,  "zvants 
on  or  off". 

Technicalities  in  Writing — Add :  Capitals  and  periods  for  the  initials 
A.  M. ;  P.  M.;  M.;  and  for  any  other  initials  or  abbreviations  called  for  in 
school  work. 

Stories — The  White  Seal  (Kipling,  "Jungle  Book"),  Skadi,  Aegir's  Feast 
(Asgard  Stories). 

Poems — *The  Sea  (Barry  Cornwall).  *A  Wet  Sheet  and  a  Flowing  Sea 
(Allan  Cunningham),  *The  Seal's  Lullaby  (Kipling),  The  Pelican  Chorus 
(Lear),  The  Walrus  and  the  Carpenter   (Lewis  Carroll). 

Picture — Little  Scholar — Bouguercati. 

Sixth  Month. 

Habits  of  5"peech — Add:  "My  book  is  at  honie", — never,  "to  home";  "Tom 
had  driven  the  pigs  into  the  pen",  never,  "had  drove";  "for",  ''far", — not  "fur." 

Technicalities  in  Writing — Add:  Capitals  for  the  titles  of  persons,  as 
needed;  periods  for  abbreviations  of  these  titles;  spelling:  would  have, — never, 
would  of. 

Stories — The  Hammer  of  Thor,  Thor's  Wonderful  Journey,  How  Thor 
Lost  His  Hammer,  Baldur,  The  Punishment  of  Loki   (Asgard  Stories). 

Poems — Our  Flag  (Margaret  Sangster),  *The  Star-Spangled  Banner  (Key) 
*The    Children's    Hour    (Longfellow),    Raggedy    Man    (Riley),    Over    to    Ole 
Aunt  Mary's   (Riley). 

Picture — Feeding  the  Hens — Millet. 

Seventh  Month. 

Habits  of  Speech — Add:  "Worse", — never  "zvorser";  "Mrs."  to  be  used 
for  married  women  only;  "Miss",  for  unmarried  women  only;  "because", — 
never,  "cus." 

Technicalities  in  Writing — Add:  Periods  for  all  abbreviations  used 
(names  of  days  and  months,  if  allowed)  ;  spelling:  coidd  have,  must  have, — 
never,  could  of,  must  of. 

Stories — The  Story  of  Abraham,  The  Story  of  Joseph. 

PoEMS^The  Planting  of  the  Apple  Tree  (Bryant),  *Wishing  (Allingham), 
Nine  Little  Goblins  (Riley),  Before  the  Rain  (Aldrich),  The  Grass  (Emily 
Dickinson),  Dandelions   (Helen  Cone,  in  "The  Posy  Ring"). 

Picture — Sheep-Spring— .1/a»7r. 

Eighth  Month. 

Review — With  special  drill  on  weak  points. 

Definite  Results  to  be  Attained  by  end  of  Third  Year  :  Distinct  improve- 
ment in  all  the  matters  drilled  on;  practical  elimination  of  the  grosser  errors. 

Ability  to  speak  to  the  class  four  or  five  consecutive  sentences,  distinctly 
uttered,  in  a  natural  tone. 

Ability  to  copy  a  sentence  accurately;  to  write  a  paragraph  of  four  or  five 
clean-cut,  related  sentences,  the  beginning  and  end  of  each  correctly  marked ; 
to  write  a  simple  letter,  properly  punctuated  and  capitalized. 

An  increased  vocabulary,  and  the  habit  of  spelling  the  words  of  that 
vocabulary  correctly. 

Stories — The  Story  of  Moses,  The  Story  of  Daniel. 

Poems — *The  Brook  (Tennyson),  The  Bluebird  (Emily  Huntington  Miller), 
Spring  (Celia  Thaxter),  "A  Boy  Song"  (Hogg). 

Picture — Return  to  the  Farm — Troyon. 


86  ARITHMETIC — THIRD    YEAR. 

ARITHMETIC. 

A  survey  of  the  field  of  arithmetic  is  inserted  at  this  point.  It  should  be 
read  by  teachers  of  all  grades,  for  it  should  enable  them  to  see  better  the  place 
and  purpose  of  every  lesson. 

ueneral  Aim  of  Arithmetic  in  the  Grades. 

Arithmetic  is  studied  in  order  that  we  may  measure  space,  time,  force,  and 
value  in  the  world  about  us,  and  properly  proportion  means  to  ends  in  the 
accomplishment  of  our  purposes.  In  the  development  of  the  subject  the  pupil's 
attention  is  successively  centered  upon  facts,  processes,  problems. 

The  facts  are  chiefly  number-relations  to  be  committed  to  memory,  or  ar- 
ranged in  tables  for  ready  reference. 

The  processes  are  forms  of  computation,  such  as  addition,  multiplication, 
the  extraction  of  square  root,  the  use  of  logarithms,  by  means  of  which  we  dis- 
cover an  unknown  number  from  its  known  relation  to  one  or  more  known 
numbers.    The  facts  are  the  tools  of  computation. 

The  problems  involve  the  application  of  the  processes  of  computation  to 
human  affairs. 

New  facts,  processes,  and  problems  arise  in  all  stages  of  mathematical  study 
from  kindergarten  through  the  university.  Yet,  so  far  as  the  elementary  school 
is  concerned,  the  primary  pupils  are  busied  chiefly  with  acquiring  facts  of 
number,  the  intermediate  pupil  with  mastering  processes,  the  grammar  grade 
pupil  in  solving  problems  of  the  type  most  common  in  practical  affairs. 

The  Number  Facts. 

The  facts  to  be  learned  comprise : 

1.  The  modes  of  naming  and  writing  numbers  in  the  decimal  system. 

2.  The  number  relations  needed  in  the  fundamental  processes,  for 
example,  the  addition  table  to  9  -|-  9.  the  multiplication  table  to  9X9- 

3.  Certain  other  number  relations  that  facilitate  computation,  such  as 
the  multiples  of  12,  16  and  25;  the  aliquot  parts  of  100;  the  factors  of 
all  composite  numbers  to  100;  the  squares  of  all  integers  to  25;  the 
cubes  of  integers  to  12. 

4.  The  tables  of  denominate  numbers. 

5.  Certain  physical  and  arithmetic  constants  so  often  needed  in 
computation  that  they  ought  to  be  learned,  such  as  the  weight  of  a  cubic 
foot  of  water,  the  ratio  of  the  circumference  of  a  circle  to  its  diameter, 
the  ratio  of  the  diagonal  of  a  square  to  its  side,  etc. 

Many  thousands  of  other  facts  are  sometimes  used  as  tools  of  computa- 
tion. They  are  found  in  tables  of  specific  gravity,  interest  tables,  etc.  To  the 
ordinary  pupil,   few  of  these  facts  are  worth  learning. 

Learning  the  Facts — Facts  of  the  first  class  are  conventional,  hence  must 
be  learned  directly  from  teacher  or  book. 

Facts  of  the  second  and  third  class  are  to  be  discovered  by  counting  or 
by.  the  use  of  simpler  facts  already  learned. 

Facts  of  the  fourth  class  are  arbitrary  and  arc  usually  to  be  learned  from 
the  words  of  book  or  teacher.  Yet  many  of  these  facts  may  be  ascertained 
by  computation.  The  pupil  is  told  there  are  three  feet  in  a  yard;  he  discovers 
that  there  are  nine  square  feet  in  a  square  yard. 

Facts  of  the  fifth  class  are  found  by  computation  or  by  experiment.  Most 
of  these  the  pupil  must  accept  on  the  authority  of  the  textbook. 

Facts  are  fixed  in  memory  by  verbal  repetition  as  in  reciting  the  tables,  by 
arithmetic  games,  but  best  of  all  by  frequent  use  in  the  solving  of  interesting 
problems. 

The  Processes. 

The  processes  of  computation  are  used  in  solving  problems  which  involve 
numbers  greater  than  ten.  The  cost  of  3  yards  of  cloth  at  7  cents  a  yard  is 
seen  as  a  fact  of  the  multiplication  table;  but  to  find  the  cost  of  37  yards  at 


ARITHMKTIC — THIRD   YEAR.  8" 

75  cents  per  yard  requires  the  process  of  multiplication.  The  processes  involve 
a  combination  of  the  facts  of  the  tables  with  the  laws  of  the  decimal  system; 
hence  the  process  should  be  taught  with  U.  S.  money  or  sticks  bundled  into 
tens  and  hundreds.  From  this  real  process  we  pass  to  the  figure  process.  A 
process  thus  learned  with  the  intelligent  use  of  objects  is  more  likely  to  be 
intelligently  applied  to  concrete  problems. 

Problems. 

The  following  suggestions  are  very  important  in  solving  problems  : 

1.  Read  the  problem  carefully. 

2.  Decide  what  the  problem  tells  you. 

3.  Decide  what  things  you  need  to  find. 

4.  Think  the  processes  by  which  the  things  needed  may  be  found. 

5.  Estimate  the  result. 

6.  Perform  accurately  the  processes  decided  upon. 

The  best  problems  are  those  relating  to  the  pupil's  own  affairs,  or  to  the 
common  interests  of  the  school  and  neighborhood — problems  in  which  the 
answer  is  of  direct  value  or  interest  to  him.  This  direct  value  or  interest  serves 
as  an  incentive  to  accurate  computation.  In  the  earlier  years  problems  dealing 
with  space-relations  or  visible  objects  are  most  likely  to  provoke  clear  think- 
ing.    The  textbook  is  of  value  in  providing  additional  problems. 

To  solve  a  problem  the  pupil  needs  a  knowledge  of  the  matter  with  which 
the  problem  deals;  hence  in  the  arithmetic  class,  we  must  often  discuss  physical 
and  geometric  principles,  business  practice,  or  modes  of  construction. 

Subject  Matter  for  the  Third  Year. 

Counting — Begin  with  zero  and  count  by  any  number  not  greater  than  lO. 
The  products  given  in  multiplication  tables  limit  the  counting. 

Reading  and  Writing  Numbers — To  1,000,000. 

Addition — Master  column  addition. 

SuBTR.^cTioN — Master  the  process. 

Multiplication — Make  and  learn  multiplication  tables  to  10  X  10.  Multi- 
plication by  a  one-place  multiplier. 

Division — Division  tables,  corresponding  to  multiplication  tables.  Short 
division. 

Fractions — Fractions  with  denominators,  2,  3,  4,  5,  6,  8,  10.  12,  16.  Addition 
and  subtraction  of  fractions  and  mixed  numbers.  Finding  equal  parts  of 
numbers. 

Measures — Tables  of  linear  measure  to  the  yard,  dry  measure,  liquid 
measure.  Avoirdupois  weight.  United  States  money,  time. 

Geometric  Forms — Drawing  right  angles,  parallel  lines,  triangles,  rectangles. 

Problems — One-step  and  two-step  problems,  such  as  : 

There   are  42   seats   in   a   schoolroom.     Thirty-five   children   are   now 
seated.     How  many  seats  are  vacant? 

A  farmer  has  pails  that  hold   12  quarts  each.     He  has  48  quarts  of 
berries  and  sells  them  at  $1.20  a  pail.     How  much  does  he  get  for  them? 

Drill — In  tables  of  fundamental  operations  to  attain  certain  standards  for 
accuracy  and  speed. 

Special  attention  should  be  given  to  the  following : 

(a)     The  mastery  of  the  processes  of  addition  and  subtraction.     The 
steps  are : 

1.  Review  the  addition  table. 

2.  Adding  by  endings. 

3.  Adding  columns  of  equal  numbers  :    Thus  in  the  third  month 
the  pupil  will  say  four,  eight,  twelve,  sixteen,  twenty,  twenty-four,  etc. 

4.  Adding  columns  of  various    numbers.      The  pupil    adds    up, 
then  down  to  verify.     (Short  columns  at  first.) 

_  5.     Adding    two-place    and    three-place    numbers.      Use    bundled 
splints  to  illustrate  the  reductions. 

6.    The  work  in  subtraction  runs  parallel  to  the  work  in  addition. 


ARITHMETIC — THIRD    YEAR. 

(b)  The  making  and  learning  of  the  multipHcation  table.  The 
method  is  to  learn  the  various  facts  by  means  of  rectangles  made  of 
inch  squares,  and  by  means  of  various  other  devices. 

As  soon  as  the  tenth  multiple  of  each  number  is  reached,  the  facts 
are  arranged  in  a  table  for  drill.  By  reversing  the  factors  a  second  table 
is  made  with  uniform  multiplier.  Write  also  the  corresponding,  partition 
and  measurement  tables.  Thus  when  30  is  reached,  the  tables  of  threes 
will  read. 

1  3  is  3  3  IS  are  3  or  3  X   i  =  3 

2  3s  are  6  3  2s  are  6  3X2  =  6 

3  3s  are  9  3  3s  are  9  3X3  =  9 

4  3s  are  12  3  4s  are  12  3  X  4  =  12 

etc,  etc.  etc. 


Partition.  Measurement.  Measurement. 

J^  of  6  is  2  6^3  =  2  6^2  =  3 

J^  of  9  is  3  0-^3  =  3  9-^3  =  3 

^  of  12  is  4  12  -^  3  =  4  12  ^  4  =  3 

etc.  etc.  etc. 

(c)     Exercises  with  the  groups  of  fractions : 

H.  %<  yky  He.  using  the  divided  inch  or  the  pound  as  the  unit 
of  reference. 

y2,    Vs,    %,    %,   H2,  using  the  foot  as  the  unit  of  reference. 

%,    Ys,    Ho,  using  the  dime  as  the  unit  of  reference. 

{d)  Constant  exercise  in  correct  arithmetic  language.  The  lan- 
guage forms  are  to  be  taught  when  the  objective  processes  are  performed. 
Concrete  problems  should  follow  touching  the  child's  experiences  and 
interests.  Abstract  numbers  are  useful  for  drill  only  when  the  pupil  can 
state  a  concrete  problem  in  which  they  fit. 

See  that  the  signs  X  and  -h  are  clearly  understood  and  are  read 
correctly. 

4X6  cents  means   that   four  groups   of   six   cents   each   are   to 
be  united.    It  is  read  :    Four  thtes  six  ce)its. 

6  cents  X  4  means  as  before  that  four  groups  of  six  cents  each 
are  to  be  united.  This  form  is  now  less  used  than  formerly.  It  is 
read  :  Six  cents  multiplied  by  four. 

^  X  8  cents  means  that  three  of  the  four  equal  parts  of  8  cents 
are  to  be  united ;  it  means  also  one-fourth  of  3  times  8  cents.  It 
is  read:   Three-fourths  of  eight  cents. 

3-)4  X  8  cents  means  that  three  groups  of  eight  cents  each  and 
three-fourths  of  another  eight  cents  are  to  be  united.  It  is  read : 
Three  and  three-fourths  times  eight  cents. 

7"  X  9"  refers  to  dimensions  and  is  read:  Scvc^i  inches  by  nine 
incJies.     No  multiplication  is  indicated  here. 

If  15  cents  are  paid  for  oranges  at  3  cents  each,  we  fmd  the 
number  of  oranges  by  counting  ofT  the  15  cents  into  groups  of  3 
cents  each.     We  express  the  process : 

15c  -^  30  =  5:  or  3c)i5c 


and    read    it,    Fifteen    cents    divided    by    three-cents    equals    five. 

This  process  is  called  measurement. 

If   15  cents   are  paid    for  three  pencils,  to   fmd   the  cost   of  each 


ARITHMETIC — IHIRU    VEAK.  89 

pencil   we   must   separate   ihc    15   cents   into   three   equal   groups.     We 
express  the  result : 

'14  of  15c  =:  5c,  or  15c  -^  3  =  5c.    3)  15c 

5c 
The  latter,  two  expressions  are  read   13  cents  divided  by  3  equals 
5  cents.    This  process  is  called  partition. 

Notice   that   in   both   partition   and   measurement   the   dividend   is 

separated  into  equal  parts.     In  partition  the  si::c  of  one  of  the  equal 

parts  is  wanted;  in  measurement  the  number  of  equal  parts  is  sought. 

Material— A  tape  line,  yard  sticks,  1000  inch-squares,  200  inch-cubes,  2000 

match-sticks  and  a  box  of  No.  8  rubber  bands. 

Text — The  class  should  take  up  some  good  primary  textbook,  but  it  should 
be  used  only  for  problems  to  supplement  the  oral  work  and  for  drilling  in  read- 
ing the  language  of  arithmetic. 

Devices  for  Drill. 

1.  To  add  by  endings  wri'.e  numhcrs  wilh  the  same  ending  as  17,  47,  97, 
etc.,  and  give  different  numbers  to  be  added  to  them. 

2.  Add  by  7s  to  50  beginning  with  i.  Many  other  similar  exercises.  Keep 
time  and  let  each  child  compete  vv'ith  his  own  best  record  and  try  to  improve  it. 

3.  Subtract  by  4s  beginning  with  50.     Many  other  similar  exercises. 

4.  Use  flash  cards  with  combinations  such  as  :  9  8 

+6  X7 

5.  Sets  of  excellent  drill  cards  can  be  bought. 

Standard  Attainments  in  the  Fundamental  Operations. 

By  giving  tests  in  the  fundamental  operations  there  have  been  determined 
so-called  "standard  scores".  One  of  the  best-known  sets  of  these  tests  and 
scores  is  that  of  S.  A.  Courtis  of  Detroit.  According  to  the  Courtis  tests  a 
pupil  at   the   end   of   the  third  year   should  be   able  to  write   in  one  minute  26 

8  14  9 

sums  such  as  -{-7 ;    19  such  differences  as  — 5 ;    16  such  products  as   X6 ;    16 

such  quotients   as   7)42.     The   teacher   should   acquaint   herself   with   such   tests 
and  scores  and  try  to  have  the  pupils  attain  these  scores. 

First  Month. 

Review — Do  not  conclude,  without  reviewing  it  thoroughly,  that  the  second 
year's  work  was  not  well  done. 

Add  by  los  to  100.  Write  multiplication  table  of  tens.  2  los  are  20,  3  lOs 
are  30,  etc.  Show  with  inch-squares  that  2  los  =  10  2s,  etc.  Then  write  the 
table  with  ten  as  a  multiplier.  Similarly  add  by  5s  to  50.  Write  the  multipli- 
cation table  of  5s  and  reverse  the  factors. 

Review  addition  combinations  in  which  the  sums  do  not  exceed  12  and  add 
by  endings  to  100,  thus  : 

9         19        ^9        39        49 
3  3  3  3  3 


12         22         32        42         52 
Subtract  by  endings,  thus  : 
II         21         31         41 
3  3  3  3 


8        18        28        38 
Review  single  column  addition. 

Equal  parts  of  21,  22,    24,    25,    studied    with    rectangles    made    from    inch 
squares  as  in  second  year. 


90  ARITHMETIC — THIRD   YEAR. 

Exercises  in  making  and  drawing  involving  measurements  to  fourths  of 
an  inch. 

One-half  of  all  numbers  to  20.  Illustrate  halves  of  odd  numbers  with 
broken  splints.  Measure  multiples  of  5  to  50  by  5.  Division  (measurement) 
with  a  remainder  by  3  and  4,  dividend  not  greater  than  12. 

Second  Month. 

Add  by  3s  to  30.  Building  of  the  three-inch  cube.  Questions  about  the 
rows  and  layers  in  the  cube,  the  area  of  its  faces.  Arrange  multiplication  table 
of  3s  in  both  forms.  Measure  by  3.  Learn  the  number  of  i2ths  equivalent  to 
%,  34,  M-  /^,  using  the  foot  as  the  standard  of  reference  and  identifying  H2 
with  the  inch.  Make  partition  table  and  a  measurement  table  for  3.  Review 
addition  and  subtraction  tables  to  18  and  add  by  endings  to  100.  Subtraction 
by  endings.     Reduce  yards  to  feet  and  feet  to  yards. 

Column  addition,  numbers  of  one  or  two  orders.     Grade  difficulties  care- 
fully.   For  example:       56        56        56        56 
32        27        72        87 

Explain  reduction  with  bundled  splints  or  United  States  monev.  Teach 
pupils  to  verify  work  by  adding  both  up  and  down.  Frequent  oral'  exercises 
in  adding.    Drill  for  speed  having  in  mind  the  standards  for  the  year. 

Third  Month. 

Add  by  4s  to  40.  Multiplication  tables  of  4s.  Measurement  and  partition 
by  4.  Illustrate  with  solids  built  of  inch-cubes.  Reduce  bushels  to  pecks,  pecks 
to  bushels,  gallons  to  quarts,  quarts  to  gallons,  integers  to  halves,  thirds,  fourths, 
fifths,  and  tenths.  Drill  on  addition  and  subtraction  tables.  Subtraction  by 
endings.  Teach  Vs  =  ^Aq,  Va  =  %6,  3^  =  9i6.  using  pound  and  inch  as  units 
of  reference.     Illustrate  work  in   fractions   with   divided  circles. 

Multiply  two-place  and  three-place  numbers  by  one-place  numbers,  no  re- 
ductions, as :     342 
X2 

Continue  division  with  a  remainder.  Many  oral  problems  that  require  one 
operation.  Secure  price  lists  and  compute  costs  to  get  practice  in  multiplication 
and  addition. 

Fourth  Month. 

Add  by  6s  to  60.  Multiplication  table  of  6s.  Measurement  and  partition 
by  6.  Illustrate  with  solids  built  of  inch-cubes.  Reduce  pints  to  gallons  and 
gallons  to  pints. 

Subtraction.  Illustrate  by  making  change.  Thus  explain  the  subtraction 
—8  by  getting  8c  in  change  from  2  dimes  and  5  pennies.     This  may  be  done  by 

changing   one    dime   to    pennies.      Illustrate   also   with   bundled    splints.      Grade 
difficulties,  as :       76         76        70 
24        38        29 

Multiplication  by  one-place  multiplier.     Grade  the  difficulties  carefully.     For 
example:      234         128        384        387        308 
X2        X3         X2        X2        X3 

Explain  the  thermometer  and  find  daily  variations  in  readings  by  observa- 
tion and  subtraction. 

Oral  two-step  problems,  as:  Cost  of  8  barrels  of  flour,  if  5  barrels  cost  $30? 
Compute  costs  of  articles  to  get  practice  in  addition,  subtraction,  and  rauhi- 
phcation.    Make  many  subtraction  problems  of  problems  in  making  change. 


ARITHMETIC — THIRD   YEAR.  QI 

Fifth  Month. 

Add  by  8s  to  80  and  make  multiplication  table  of  8s.  Partition  and  measure- 
ment by  8.     Continued  drill   in  addition  and   subtraction,  and  in   multiplication 

by  a  one-place  multiplier.  Simple  partitions :  2)64  3)96.  No  reductions.  Say: 
J^  of  6  tens  is  3  tens,  ^  of  4  ones  is  2  ones.  Use  United  States  money.  Begin 
with  such  a  problem  as  this  :  John's  father  has  in  his  pocket  $2.46.  He  offers 
to  give  John  one-half  of  the  money  if  John  can  tell  what  one-half  of  it  is. 
Can  you  tell  ? 

Reading  and  writing  numbers  to  10,000. 

Add  and  subtract  halves,  fourths  and  eighths,  referring  to  tables  of  de- 
nominate numbers  in  reducing  to  a  common  denominator.  Continue  solution 
of  problems,  many  given  by  the  teacher  and  some  taken  from  the  text. 

Sixth  Month. 

Count  by  9s  to  90.  Multiplication  table  of  9s.  Partition  and  measurement 
by  9.  Continued  practice  in  addition  and  subtraction.  Material  for  subtraction 
may  be  found  in  dates,  raen  and  events  studied  during  month,  distance  to  cities 
of  which  children  have  heard  (railroad  guide),  population  of  neighboring 
villages,  townships,  counties,  and  especially  in  measurements  made  by  class. 
Measure  tablet  page,  window  pane,  etc.,  and  practice  computing  areas,  first  by 
covering  small  rectangles  with  squares,  and  then  by  dividing  rectangles  into 
rows  of  unit  squares.     Addition  and  subtraction  of  United  States  money.  _ 

Add  and  subtract  numbers  of  3  orders.     Grade  problems  carefully,  intro- 
ducing one  new  difficulty  at  a  time,  as  in  subtraction  : 
765        76s        765        76s        705        700 
242        247        293        287        256        344 


Add  and  subtract  halves,  thirds,  fourths,  sixths  and  twelfths.  Use  the  foot 
as  unit  of  reference. 

Give  much  practice  in  interpreting  problems.  Ask  these  questions :  What 
processes  are  used  in  solving  problems?  Can  you  give  a  problem  the  answer 
to  which  is  found  by  addition?  By  subtraction?  By  multiplication?  By  di- 
vision? Let  the  pupils  tell  how  to  find  the  answer  to  questions  given  by  the 
teacher.     Read  problems  from  the  text  and  tell  how  the  answer  is  found. 

Seventh  Month. 

Count  by  7s  to  70.  Multiplication  table  of  7s.  Partition  and  measurement 
by  7.  Continued  drill  in  addition,  subtraction,  multiplication  and  division,  with 
and  without  a  remainder.     Add  and  subtract  numbers  of  4  orders. 

Add  mixed  numbers :      25^         15^         i6}i 

21/4  2]/$  aYz 

Measure  dimensions  of  tablet  page,  desk  top  and  other  objects  to  the 
eighth  of  an  inch  and  find  perimeters. 

Divide  (measure)  numbers  20-30  by  divisors  2-10,  and  require  correspond- 
ing concrete  statements,  as  follows  : 

30 -=-2=  15  In  30  pints  there  are quarts. 

30 -=-3  =  10  In  30  feet  there  are  ■  yards. 

30-^4=:7j^         In  30  pecks  there  are  bushels. 

30  -^  5  =  6  In  30  cents  there  are  nickels. 

30  -H  6  =;  5  In  30  sixths  there  are ones. 

30  -^  7  =  4%         In  30  days  there  are  weeks. 

Give  many  such  questions  as,  What  is  the  cost  of  8  oranges  if  4  cosl:  iSc? 
Encourage  pupils  to  find  short  cuts  to  answers. 

Eighth  Month. 
Learn  the  prices  of  common  articles  and  compute  the  cost  of  purchases 
for  the  family.  Teach  the  division  of  the  dial;  teach  halves,  thirds,  fourths  of 
60.  Table  of  Time  Measure.  Give  abundant  drill  on  the  tables  of  the  four 
fundamental  operations  through  games,  problems  and  repetition.  Try  to  have 
each  pupil  attain  the  standard  scores. 


92  WRITIXG- — NATURE-STUDY    AGRICULTUTIE — THIRD    YEAR. 

V7RITING. 

Place  Emphasis  ox  : 

1.  Correct  position. 

2.  Correct  movement. 
Give  Instruction  in  : 

1.  Correct  movement  for  making  letters  and  figures.     Continue  word  and 
sentence  writing  showing  the  size  and  the  relative  height  of  the  letters. 

2.  Practice  of  "over-motion"  and  "under-motion"  drills. 
Special  Directions: 

Teach   the   essentials   of   position   and   movement   as    thoroughly   as   though 
they  had  never  been  explained  before. 


NATURE-STUDY  AGRICULTURE. 

ALTERNATION — The  Third  Year's  work  in  Nature  Study  should  be  taught  the  school 
j'ear  19 18-19  and  each  alternate  year  thereafter.  This  work  alternates  with  the  Natura 
Study  of  the  fourth  year,  to  be  taught  the  school  year  1919-20  and  each  alternate  year 
thereafter. 

First  Month. 

Gardens — Fall  aspect  of  gardens.  Reports  of  home  garden  work.  Special 
attention  to  conditions  of  plants  at  this  season,  seeds,  etc.  Classify  plants  as 
to  parts  used  for  foods.  Special  study  of  tomato  plants;  different  kinds  of 
tomatoes  brought  from  home ;  select  the  best  and  prepare  seed  for  storage ; 
note  general  habits  of  plants.  Uses  of  tomatoes  in  the  home;  how  cooked,  how 
kept  for  winter?  Canning  factories.  Special  study  of  seed  pods  and  seeds  of 
various  garden  plants.  Flowers;  California  poppy,  pansy,  aster.  Industrial 
plant ;  broom  corn,  part  of  plant  used  to  make  broom.  Study  a  broom.  Plan 
for  garden  exhibit. 

.   F.\RM   Crops — Collect  specimens  of  different  grain  crops  that  provide   food 
for  us.     Put  awa}'  for  next  term's  study. 

Birds — Keep  a  picture  record  of  birds  for  'ach  month. 

Hand  Work — Make  simple  paper  trays  for  drying  seeds.  Collect  and 
mount  on  charts,  seed  pods  of  different  kinds. 

Second  Month. 

Wild  Flowers — Identify  three  or  four  wild  flowers.  Dissemination  of 
seeds.  Compare  garden  and  wild  plants  as  to  manner  of  scattering  their  seeds. 
Special  study  of  milkweed,  entire  plant,  comparative  study  of  thistle,  dandelion, 
wild  lettuce,  etc.  Seeds  that  fly  with  wings,  maple,  box  elder,  etc.  Seeds  that 
float  on  water,  curly  dock.  Show  how  seed  floats  upon  water.  Seed  rollers, 
Russian  thistle,  old  witch  grass.     Plants  that  shoot  their  seeds,  balsam,  pansy. 

Preparation  of  Insects  for  Winter — Collect  woolly  bear  and  other  cater- 
liillars,  put  into  boxes.  Study  feeding  habits;  watch  them  spin  cocoons.  Study 
pupa.     Put  away  for  spring  study. 

Care  of  Yards  in  Fall — Raking  leaves,  scattering  them  on  gardens,  cover- 
ing plants  for  winter. 

Hand  Work — Make  charts  of  different  kinds  of  seed  travelers  studied. 

Third  Month. 

Trees — Special  study  of  nuts  and  nut  trees.  If  possible,  organize  a  nutting 
party;  collection  of  nuts.  Plant  some  in  box  of  sand  out  of  doors,  .\nimals 
that  eat  nuts.  Prices  of  different  kinds  at  store.  Different  ways  in  which  nuts 
are  used  as  foods.  Crush  a  nut  on  a  piece  of  paper  and  note  oil  spot.  Make 
collection  of  nuts. 

Autumn  Activitif.s  of  Farm.  Orchard  and  Garden — How  products  are 
exchanged.     How  taken  to  market. 

Bulbs — Plant  tulips  and  narcissus  in  flower  pots  for  winter  blooming. 

Weather — .Simple  observations  of  a  rain  storm.  What  becomes  of  the 
water  that  falls?     What  are  the  uses  of  rain? 

H.^ND  Work — Make  charts  of  nuts  collected.  Have  one  of  native  nuts, 
another  of  imported  nuts. 


WRITING — NATUKE-STUDY    A^UICULTURE— THIRD    YEAR.  93 

Fourth  Month. 

lIoMC  AND  Shelter — How  we  keep  warm  in  winter.  Study  of  fuels.  Col- 
lect different  kinds.     Source  of  each.     How  do  they  burn? 

Uses  of  fire  about  the  home;   methods  of  heating;  cooking;   source 

of  each ;  dangers.     Simple  experiment  to  show  how  wood  burns,  coal. 

The  stove  or  furnace,  the  draft,  dampers ;  chimney  ;  need  of  fresh  air 

How  measure  the  warmth  of  our  rooms ;   expansion  and  contraction 

of    liquids,    simple    experiments.      Learn    to    read    the    thermometer.      Compare 

outdoor  and  indoor  temperature. 

Winter  Storms — Study  of  a  snow  storm,  snowflakes,  snow  crystals.  Whett 
the  snow  comes  from.  Simple  experiments  to  show  evaporation  and  condensa- 
tion.    Frost  crystals,  ice ;  uses. 

Health  Studies — The  need  of  fresh  air  in  our  homes  and  school.  Good 
breathing  posture.  Breathing  through  the  nose.  How  to  keep  from  taking 
cold.     Simple  idea  of  germs. 

The  need  of  handkerchiefs  in  which  to  sneeze  and  cough.     How  to 
keep  dust  out  of  the  air  we  breathe.     Need  of  fresh  air  in  sleeping  rooms. 
Hand  Work — Cut  from    tissue    paper,    stars    to    represent    snow    crystals, 
paste  on  black  cardboard. 

Fifth  Month. 

Food  from  Farm  Crops — Special  study  of  flour,  wheat  head,  grains.  Grind 
grains  and  make  flour.  Trace  flour  from  our  homes  to  grocer,  mill,  farmer. 
Comparative  study  of  other  grain  products. 

Health  Studies — ^Wholesome  food  to  eat.  Why  we  need  good  food. 
Learning  to  eat  different  kinds  of  food.     Eating  regularly. 

Good  Winter  Sports — See  Physical  Training. 

Hand  Work — Make  a  collection  of  different  food  materials  made  from 
wheat.  Place  in  small  bottles  and  fasten  on  cardboard  with  wire.  Collect  pic- 
ture of  different  grains  and  make  a  booklet. 

Sixth  Month. 

Trees — Identification  in  winter  form  of  those  studied  in  the  fall. 

Winter  Birds — Observe  food  habits  of  any  birds  found  in  the  neighbor- 
hood. Place  beef  suet  or  long  bones  with  a  little  meat  in  trees  and  watch  the 
birds  that  feed  there. 

Special  Study  of  the  English  Sparrow — Where  it  stays,  feeding,  roost- 
ing, nesting,  disposition.  Why  we  do  not  like  the  English  sparrow  as  well  as 
our  native  sparrows.  Study  of  feather  as  a  body  covering.  Use  chicken 
feathers,  find  parts  of  a  feather,  dift'erent  kinds,  how  they  grow,  etc.  Special 
study  of  pigeon. 

Health  Studies — Warm  clothing.  What  animals  help  to  clothe  us  in  the 
winter.  Need  of  cleanliness  ;  bathing,  clean  hands,  care  of  chapped  hands,  clean 
teeth.  Review  all  previous  work  on  the  senses.  How  to  rest.  The  effect  of 
alcohol  and  tobacco  on  health. 

Hand  Work — Cut  trees  in  winter  form.     Make  a  simple  feather  chart. 

Seventh  Month. 

Awakening  Life — Trees.  Twigs  and  buds  of  nut  trees  and  a  few  others; 
watch  development  indoors  and  out ;  box  elder,  mulberry,  sassafras. 

Wild  Flowers — Keep  calendar  of  flowers.  Special  observation  of  spring 
beauty,  blood  root,  mandrake.  In  same  way  keep  note  of  bulbous  plants  in 
yard  and  garden.     How  preserve  our  wild  flowers. 

Gardening — Each  child  plan  to  have  a  small  garden  of  his  own  at  home. 
Simple  experiments  with  seeds  and  seedlings,  using  peas,  corn,  and  pumpkin; 
grow  between  blotters  or  cloth,  or  in  sawdust.  Conditions  of  growth ;  vary 
the  moisture,  light,  temperature,  etc.  From  sprouted  peas  remove  as  much  as 
possible  of  the  food  supply,  (cotyledons)  and  compare  with  similar  seedlings 
not  so  treated.  Distinguish  root,  shoot,  food  supply,  seed  coat.  Plant  sweet 
peas,  tomatoes,  at  home  and  school.  Raise  tomato  plants  and  pansies  to  take 
home. 


04  PHYSICAL  TRAINING — THIRD   YEAR. 

Special  Study  of  Woodpeckers — If  possible,  identify  the  five  common 
species  of  woodpeckers ;  characteristics  common  to  each ;  value  to  man.  Other 
birds  which  search  the  tree  framework  for  insects — brown  creepers  and  nut- 
hatch.    Special  study  of  the  flicker  or  red  head. 

Life  in  Water — Watch  for  new  life  especially  tadpoles,  fish  and  dragon 
flies.    Make  an  aquarium  and  stock.    Study  toad. 

Insects — Watch  for  the  appearance  of  moths  from  cocoons  put  away  in 
the  fall. 

Hand  Work — Cut  tulip  out  of  colored  paper.  Keep  a  picture  record  of 
returning  birds. 

Eighth  Month. 
Gardens — Care  of  pansies  and  other  plants  in  home  gardens.     Plant  sorghum 
or  sugar  cane,  morning  glories,  peas,  sweet  corn,  or  pop  corn,  touch-me-not. 

The  Home  and  Its  Surroundings — Parts  of  the  house  in  which  you  live; 
plan  of  the  house;  identify  rooms  and  parts,  joists,  studding,  rafters,  roof, 
floor,  sills.    Uses  of  hard  wood  and  soft  wood,  etc. 

If  possible  follow  the  building  of  a  house  in  the  neighborhood;  ma- 
terials used,  source  of  each — stone,  brick,  cement,  lumber,  nails,  hardware, 
etc.     Different  workmen   engaged — architect,    mason,   carpenter,   plumber, 
tinner,  electrician,  painter — or  different  processes  if  done  by   fewer  men. 
Watch  for  moths  and  butterflies  out  of  doors.    Rear  silk  worms. 
Hand   Work — Make   basket   of   pansies.  from   colored   paper.     Mount   and 
label  seeds  of  vegetables  and  flowers. 


PHYSICAL  TRAINING. 

Work  for  good  form  in  the  execution  of  simple  gymnastic  movements. 
Place  emphasis  on  correct  posture  through  the  day  as  well  as  during  the  lesson. 
All  children  of  this  period  should  participate  in  games  of  chasing,  hunting, 
throwing. 

First  Month. 

Lesson  I — i.  (i)  Practice  good  gymnastic  sitting  posture.  (2)  Standing 
—posture  drill;  training  posture  sense.  Use  posture  charts.  (3)  Explanation 
of  meaning  of  fundamental  standing  and  relaxed  standing  position.  (4)  Hip 
grasp  St.,  jump  to  stride  st. — S.  2.  West  Point  breath. — S.  3.  Hip  grasp  St., 
jump  on  toes,  8  cts.    6.  Good  gj'mnastic  sitt.  pos.,  chest  raise,     (breath) — S. 

Lesson  II — i.  Mark  time — halt  at  irregular  intervals.  2.  Hip  grasp,  st.. 
chest  raise  (breath) — S.  3.  Hip  grasp  st.,  heel  raise  8  cts.  4.  Arm  raise  sidew. 
— S.  (2)  Forw.  bend  of  arms — S.  5.  Crossing  the  Brook  (Game).  6.  Good 
gymnastic  sitt.  pos.,  chest  raise   (breath) — S. 

Games — Oats  Peas  Beans,  Bean  Bag  Circle  Toss,  Have  you  Seen  My 
Sheep?     Rhythmic  Play — Ride  a  Cock  Horse. 

Second  Month. 

Lesson  III — i.  (i)  March  serpentine  fashion.  (2)  Hip  grasp  st.,  foot  place, 
sidew.  1.  and  r — S.  2.  Hip  grasp  st.,  chest  rais.  (breath) — S.  Try  b.  b.  o.  h. 
— S.  3.  Arm  rais.  sidew.  with  heel  rais— 8  cts.  4.  Quick  changes  between  hip 
grasp  St.  and  cross  (a)  st. — S.  5.  Hip  grasp  st.  run  in  plac— 8  cts.  6.  Hip 
grasp  stride  st.  chest  rais.  (breath) — S. 

Lesson  IV— i.  (i)  March  forw.  one  step.  (2)  March,  one  side  step.  2. 
Hip  grasp  st.  side  bend,  of  head — S.  3.  Hip  grasp  st.,  knee  bend  with  simul- 
taneous heel  rais.  (2  ct.  movement)  8  cts.  4.  Bend  St.,  arm  stret.  downw — S. 
Try  8  cts.  5.  Hip  grasp  stride  St.,  f.  b.  o.  t.  S.  6.  Hip  grasp  st.,  jump  on  toes 
— 12  cts.     7.  Hip  grasp  st.,  chest  rais.   (breath) — S. 

Games — Tommv  Tiddler's  Ground,  Review  games.  Rhvthmic  Play — Nixie 
Polka. 

Third  Month. 

Lesson  V — i.  March  with  unexpected  halts.  (2)  March  forw.  two  steps. 
2.  Arm  rais.  sidew.  with  deep  breath. — S.  3.  Hip  grasp  stride  St.,  alt.  heel  rais. 
— S.     Later  8  cts.     4.  Quick  changes  between  cross    (a)    st,  and  bend  st. — S. 


PHYSICAL  TRAINING — THIRD   YEAR.  95 

5.  Hip  grasp  bL.,  f.  b.  o.  t. — S.     6.  Hip  giasp  St.,  stride  jump — 8  cts.     7.  West 
Point  breath. — S. 

Lesson  VI — -i.  (OLooking  over  the  fence  (arms  bent  as  if  grasping  top 
of  high  fence,  heel  rais.) — 8  cts.  2.  Waking  up  in  the  morning  (Take  deep 
breath  and  stretch  arms  diagonally  upw  :  over  the  head  on  inhalation — lower 
the  arms  on  exhalation) — S.  (i)  Hip  grasp  st.,  foot  plac.  forw.  I.  and  r. — S. 
(2)  Review — Hip  grasp  st.,  knee  bend,  (heels  off,  2  ct.  movement) — 8  cts.  4. 
(i)  Bend  st.,  arm  stret.  sidew. — S.  (2)  Plac.  hands  on  head. — S.  5.  Bicycle 
riding  (The  arms  are  stretched  forw.  as  if  grasping  handle  bars;  the  knees 
are  alt.  bent  upw.  as  in  pedaling) — 8  cts.  6.  Hip  grasp  st.,  jumping  on  the 
toes — 14  cts.    7.  Hip  grasp  st.,  chest  rais. — S. 

Games — Single  Relay  Race.  Pupils  choose  others.  Rhythmic  Play — Indian 
Dance. 

Fourth  Month. 

Lesson  VII— i.  Turn  to  face  in  various  direction  as  teacher  calls  "left", 
"right",  "half  right",  etc.  Take  informally.  2.  Cross  (c)  stride  st.,  b.  b.  o.  h. 
— S.  3.  Hip  grasp  stride  st.,  knee  bend  (heels  on  floor)— S.  Later  8  cts.  4. 
Cross   (a)  st.,  arm  fling,  sidew. — S.     5.  Hip  grasp  close  st.,  f.  b.  o.  t. — S. 

Lesson  VIII — i.  Hip  grasp  St.,  alt.  ft.  plac.  sidew. — S.  2.  Hip  grasp  close 
St.,  b.  b.  o.  h. — S.  3.  Rooster  (bend  st.,  elbows  raised  sidew.  with  heel  raise.; 
the  arms  are  pulled  in  against  the  ribs  as  the  heels  are  lowered) — 8  cts.  4.  (i) 
Bend  st.,  arm  stret.  sidew. — 8  cts.  (2)  Quick  changes  between  grasp  st.  and 
cross  (a)  st.  5.  Bend  stride  st.,  f.  b.  o.  t. — S.  6.  Hip  grasp  st.,  stride  jump. 
— 10  cts.     7.  Arm  rais.  sidew.  with  deep  breath. — S. 

Games — Hill  Dill,  W^eather  Cock,  Simon  Says.  Rhythmic  Play — Washing 
the  Clothes,  The  Swing. 

Fifth  Month. 

Lesson  IX — i.  Fac.  1.  and  r.  2.  Bend.  walk,  (b)  st.  b.  b.  o.  h.  (breath) — S. 
3.  Stride  st,  arm  bending  upw.  with  quick  knee  bend.— 8  cts.  4.  (i)  Arm  fling, 
sidew.  (ct.  i),  turn,  of  hands,  palms  up  (ct.  2),  returning  of  hands,  palms  down, 
(ct.  3),  arms  returned  to  pos.  (ct.  4) — R.  Bend,  st.,  arm  stret.  downw. — 8 
cts.  5.  Bend  close  st.,  f.  b.  o.  t. — S.  6.  Crossing  the  Brook.  7.  West  Point 
breath. — S. 

Lesson  X — i.  Hip  grasp  st.,  alt.  foot  plac.  sidew. — 8  cts.  2.  Arm  bending 
upw.  with  b.  b.  o.  h.  (breath) — S.  3.  Stride  st.,  arm  rais.  sidew.  with  quick 
knee  bend. — 8  cts.  4.  Review — Cross  (a)  st.,  arm  fling  sidew. — 8  cts.  5.  Hip 
grasp  stride  St.,  S.  b.  o.  t. — S.  6.  Jump  in  place  with  side  fling  of  arms  (3 
ct) — S.     7.  Hip  grasp  close  st.,  chest  rais.   (breath) — S. 

Games — Hopping  Relay  Race.  Center  Base,  Roman  Soldiers.  Rhythmic 
Play — Meeting  and  Greeting 

Sixth  Month. 

Lesson  XI — i.  Hip  grasp  st.,  alt.  foot  plac.  forw. — 8  cts.  2.  Cross  (c) 
stride  st.  deep  breath,  with  arm  rotation — S.  3.  Place  hands  on  hips  with  heel 
rais. — 8  cts.     4.  Arm  raising  to  cross   (d)    st. — 8  cts.     5.  Bend  st    f.  b.  o.  t. — S. 

6.  Hip  grasp  st.,  run.  in  place — 12  cts.    7.  Cross  (a)  stride.  St.,  deep  breath.— S. 

Lesson  XII — i.  Review  march.,  halt.,  mark,  time,  facings.  2.  Bend  stride 
St.,  head  twist. — S.  3.  (i)  Hip  grasp  stride  st.,  alt.  toe  rais.— 8  cts.  (2)  Hip 
grasp  St.,  knee  bend.  (3  st.  movement) — S.  Later  R.  4.  Cross  (d)  St..  arm 
rais.  upw. — S.  Late  10  cts.  5.  Hip  grasp — st.,  b.  b.  o.  t. — S.  6.  Hip  grasp  st., 
St.,  stride  jump — 12  cts.     7.  Arm  rais.  sidew.  with  palms  up  and  deep  breath. 

Games — Lame  Fox  and  Chickens,  Follow  the  Leader.  Review  Ryhthmic 
Play.     Broom  Dance. 

Seventh  Month. 

Lesson  XIII — i.  Hip  grasp  st.,  closing  and  opening  of  feet — S.  Later  8 
cts.  (2)  Hip  grasp  st.,  alt.  foot  placing  forw.  outw. — S.  Later  10  cts.  2. 
Bend  st.,  b.  b.  o.  h.  (breath) — S.  3.  (i)  Arm  bend  upward  with  heel  rais. — S. 
Later  8  cts.  (2)  Tread  water  (same  movement  as  used  in  water) — 8  cts.  4. 
Hip  grasp  St.,  leg  fling  sidew.— S.  Later  8  cts.  5.  Hip  grasp  Yz  St.,  hopping 
on  r.  foot — 8  cts.     Repeat  hopping  on  left.    6.  West  Point  breath. — S. 


g6  READIND — FOURTH    YEAR. 

Lesson  XIV^i.  Review  the  rooster — S.  2.  Head  grasp  stride  ?•.,  b.  b.  o.  h. 
(breath) — S.  3.  Scouting  (oblique  charges,  shade  eyes  with  hand  on  side 
toward  which  the  charge  is  made),  S.  4.  Arm  rais.  forw. — S.  Later  8  cts. 
5.  Cross  (c)  stride  st.,  s.  b.  o.  t. — S.  6.  Stride  jump  with  side  fling  of  arms 
— 10  cts.    7.  West  Point  breath. — S. 

Games — Stoop  Tag,  Tag  the  Wall  Relay.  Review.  Rhythmic  Play 
Children's  Polka. 

Eighth  Month. 

Lesson  XV — i.  (i)  March  on  tip  toe.  (2)  Hip  grasp  St.,  alt.  foot  plac. 
forw. — S.  Later  8  cts.  2.  Review — Bend  st.,  head  twist^R.  3.  (i)  Place 
hands  on  hips  with  heel  rais. — 10  cts.  (2)  Review  scouting, — R.  4.  Hip  grasp 
stride  St..  trunk  twist. — S.  5.  Run.  in  place — 12  cts.  6.  Arm  rais.  sidew.  with 
deep  breath. — S. 

Lesson  XVI — i.  (i)  March,  one  and  two  steps  forw.  and  backw.  (2) 
Place  hands  on  hips  with  alt.  ft.  plac.  sidew. — S.  Later  8  cts.  2.  Cross  (a) 
walk  (b)  St.,  b.  b.  o.  h. — S.  3.  (i)  Treading  water — 8  cts.  (2) Striking  the 
anvil  on  right  side  (right  arm  extended  shoulder  level,  left  hand  claps  right 
at  same  time  right  knee  is  bent).  Repeat  left — 10  cts.  4.  Bend  close  st.,  f.  b. 
o.  t. — S.    5.  Jump  the  Fence.    6.  West  Point  breath. 

Games — Prisoner's  Base — Review.  Rhythmic  Review  Play.  The  First 
of  May. 


FOURTH  YEAR. 


Text-Books — Third   Reader,   Language   Book,    Primary   Arithmetic, 

Speller  and  Physiology. 

Reading — Another    third    reader    completed.  Physiology  and  Hygiene — In   connection 

Spelling — Words   from   lessons,   homonyms,  with   Nature-Study. 

synonyms,   etc.,   or  speller.  Geography — Oral    Geography. 

Language — Composition,    punctuation,   study  General   Exercises — Music.   Drawine,   Mor- 

of  poems  and  pictures.  als  and  Manners,  Construction  Work. 

Arithmetic — Fundamental     operation;     ele-  Nature-Study — Insects,    bulbs,    barnyard 

mentary  text;   language  of  arithmetic.  fowls,   forms   of  water. 

Writing — Movement,  position,  practice.  Physical   Training — Gymnastics,   Games. 


READING. 

Text — Fourth  Reader  as  Selected  by  Board  of  Directors. 

There  is  a  great  deal  of  difference  between  learning  to  read  and  reading 
to  learn.  In  the  early  work  of  reading  the  child  must  of  necessity  be  concerned 
in  learning  to  read;  but  as  he  grows  older,  he  will  concern  himself  more  and 
more  with  reading  to  learn.  This  reading  to  learn  is,  perhaps,  the  one  thing 
specifically  new  in  the  fourth  grade.  In  this  and  the  following  .grades  reading 
will  have  a  growing  importance  in  helping  to  get  at  one's  difficulties.  The 
reading  itself  may  be  easy,  the  really  difficult  work  being  in  getting  and  relating 
the  topics  discussed.  Questions  the  pupils  may  ask  or  the  teacher  suggest  may 
lead  to  reading  from  books  the  teacher  may  point  out  or  the  class  discover. 
Individuals  or  the  class  may  report  the  results  by  telling  them  or  reading  them. 
The  reading  then  becomes  useful  and  purposeful. 

By  the  time  the  child  has  reached  the  fourth  grade  the  mechanics  of  read- 
ing should  have  been  pretty  thoroughly  mastered  so  that  the  greater  part  of 
the  reading  time  may  be  devoted  to  the  thought  side  of  reading.  Here  the 
outlining  of  material  may  begin.  The  pupils  may  be  asked  to  write  the  titles 
they  would  suggest  for  various  paragraphs;  or  they  may  be  directed  to  select 
the  central  thought  of  the  various  units.  From  this  beginning  the  whole  scheme 
of  outline  may  be  developed  as  the  child  grows  in  his  strength  of  analysis. 
Encourage  this  outlining  in  other  ."subjects,  geography,  nature-study,  etc.  Great 
care  needs  to  be  taken  that  the  reading  does  not  become  formal — the  mere 
pronouncing   of   words.      It   may   easily   become    this    if   pupils   are   given    such 


READING FOURTH    YEAR.  97 

directions  as :  "Read  with  good  expression" ;  "Let  your  voice  fall  at  the 
period" ;  "Pause  at  punctuation  marks" ;  "See  how  far  you  can  read  without 
making  a  mistake."  This  directs  the  child's  attention  to  the  formal  side  and 
he  is  apt  to  lose  the  thought  completely.  Moreover,  his  chief  purpose  is  to 
please  the  teacher,  not  to  give  what  the  page  says  to  a  dependent  audience. 
Besides,  such  directions  are  indefinite  and  purposeless  to  the  child.  What  is 
meant  by  "a  mistake"?  A  mispronounced  word?  Or  a  false  rendering  of  the 
thought?  If  by  questioning,  by  live  comment,  the  children  are  brought  into 
harmony  with  the  thought  and  feeling,  we  may  expect  the  reading  to  be  sincere 
and  genuine. 

Children  should  learn  to  get  the  meaning  of  different  words  from  the 
context.  This  has  been  suggested  in  an  earlier  grade,  but  more  may  be  expected 
now.  If  in  determining  the  word  from  the  sense  of  the  sentence  a  child  gets 
a  synonym  instead  of  the  word  actually  used,  accept  it  with  praise,  but  explain 
that  while  it  means  what  the  child  says,  the  book  uses  another  word,  and  then 
give  the  right  word,  or  if  it  be  phonetic,  help  him  to  develop  it  for  himself. 

Care  needs  to  be  exercised  in  assignments  to  see  that  they  are  within  the 
reach  of  the  child,  that  they  appeal  to  his  interest,  that  they  are  definite,  and 
that  they  are  worth  while  looked  at  from  the  view-point  of  the  child.  With- 
out intending  to  do  so,  we  do  a  great  deal  of  worthless  work  in  school, 
especially  the  work  that  we  give  the  child  to  study  at  his  seat.  The  assignment 
should  cover  (a)  questions  asked  to  determine  what  the  child  gets  as  the  facts 
of  the  lesson;  (b)  problems  on  which  he  may  test  his  judgment — comparison 
of  one  thought  with  another;  (c)  questions  dealing  with  his  emotional  responses 
— what  especially  appeals  to  him;  (d)  if  the  lesson  is  to  be  read  aloud,  certain 
definite  oral  problems — read  certain  lines  as  you  think  the  character  would 
say  them — name  a  sentence  and  ask  what  it  means  if  a  pause  is  made  in  a 
certain  place,  etc. 

We  do  not  do  enough  reading  in  the  upper  grades  of  the  stories  that  have 
been  taught  orally  in  the  lower  grades  as  literature  or  story  work.  Again, 
we  fail  to  re-read  some  of  the  finer  bits  of  literature  until  they  become  a  part 
of  the  mental  make-up  of  the  child.  Poems  from  our  better  authors,  after 
they  have  been  studied  and  read,  should  be  stored  away  in  memory  to  be  used 
frequently  when  occasion  permits  their  use.  The  poetic  nature,  the  feeling, 
the  will,  the  formation  of  character  needs  to  be  in  our  minds  when  we  are 
teaching  reading.  We  must  look  for  the  doing  of  things  of  a  better  and 
higher  grade  because  the  child  has  read,  and  has  found  higher  ideals  in  his 
reading.  His  mind  should  be  more  active  on  many  questions.  Reading  should 
become  a  key  that  unlocks  many  secrets.  This  key  should  work  with  little 
friction.     The  child  should  keep  it  on  his  key  ring  for  use. 

Silent  Reading. 

Although  most  of  the  recitation  will  be  taken  in  oral  reading,  yet  by 
proper  assignments  and  by  having  reports  on  various  subjects,  considerable 
silent  reading  may  be  done.  By  means  of  the  outline  suggested  above  the 
teacher  may  know  just  what  has  been  done  by  the  pupil.  Encourage  the 
children  to  tell  each  other  of  some  story  or  book  which  they  especially  enjoyed. 
If  possible,  let  this  favorite  go  "the  rounds"  with  occasional  reports  to  whet 
the  appetite  of  those  who  have  not  had  it.  Take  care  of  the  different  tastes 
by  suggesting  various  selections.  Remember  that  while  it  is  important  for  the 
child  to  learn  to  read,  it  is  of  still  greater  importance  that  he  shall  love  to 
read.  If  a  child  does  not  enjoy  a  certain  classic,  it  does  not  always  mean  that 
he  may  not  enjoy  some  other;  if  he  will  not  read  with  pleasure  what  the 
teacher  calls  literature,  it  may  be  that  he  will  find  his  delight  in  a  book  on 
horses ;  let  him  have  his  way  as  far  as  possible  and  strive  patiently  to  lead 
him  to  discover  the  beauties  he  does  not  now  know. 

Oral  Reading. 

Oral  reading  will  probably  be  at  its  best,  considering  the  age  of  the  pupil, 
in  the  fourth  or  fifth  grade.  In  these  grades  the  child's  skill  in  recognizing 
words  and  his  ability  to  utter  them  are  about  equal.     As  long  as  the  members 


9o  READING — FOURTH    YEAR. 

of  a  class  can  get  the  information  as  quickly  by  listening  as  by  looking  at 
the  book  themselves,  we  may  expect  close  attention  to  the  person  reading  aloud. 
But  when  the  skill  in  knowing  words  outruns  the  speed  of  the  utterance  of 
words  the  problem  of  class  attention  is  a  difficult  one.  This  leads  to  the  con- 
clusion that  most  of  the  time  of  the  recitation  should  be  used  in  oral  reading 
even  when  the  problems  raised  are  not  distinctly  oral  problems.  The  questions 
that  will  later  be  used  only  in  silent  reading  may  now  be  used  for  oral  reading. 
What  was  said  on  the  assignment  in  third  year  outline  will  apply  for  fourth 
grade.  Of  course  the  children  are  able  to  handle  more  difficult  material.  Out- 
lines of  the  reading  lessons  should  be  handed  in  occasionally  by  the  pupils. 
These  may  be  prepared  before  the  recitation  and  discussed  in  class,  or  they 
may  be  written  after  the  lesson  has  been  read.  In  either  case,  the  teacher 
should  insist  on  accuracy  in  form  and  content.  To  read  with  the  knowledge 
that  we  must  set  down  the  central  thought,  will  stimulate  concentration.  The 
outline  may  contain  some  of  the  subordinate  points. 

In  order  to  prevent  a  child  forming  the  habit  of  reading  aloud  just  words 
it  is  well  to  ask,  after  a  sentence  has  been  read  aloud,  what  the  sentence  means. 
It  should  not  be  necessary  for  the  sentence  to  be  re-read. 

A  pupil  may  read  in  a  hesitating  manner.  As  a  rule,  this  is  due  to  one  or 
more  of  several  causes.  It  may  be  that  his  early  training  did  not  give  him 
sufficient  mastery  over  the  phonetic  side  of  his  work.  It  may  be  that  he  learned 
to  read  a  word  at  a  time  and  has  yet  to  learn  to  let  his  eye  take  in  larger 
groupings  of  words  so  that  he  may  run  ahead  and  catch  the  meaning.  It  may 
be  that  he  has  worked  with  the  formal  side  so  long  that  reading  is  drudgery 
of  the  hardest  kind  for  him.  Some  suggestions  for  dealing  with  the 
problem  are : 

1.  Select  material  easy  enough  for  him  to  handle.  It  may  be 
second  year  material.  It  is  better  to  use  some  supplementary  book  than 
a  second  reader  because  a  fourth  grade  pupil  is  apt  to  be  discouraged 
if  put  into  a  text  which  labels  the  degree  of  his  short-coming. 

2.  Careful  silent  reading  should  precede  the  oral.  Let  the  pupil 
indicate  when  he  is  ready  to  read  his  Knes. 

3.  Read  some  sentence  with  pauses  in  the  wrong  place,  then  re-read 
it  correctly.     Have  the  pupil  discuss  your   reading. 

4.  Return  to  a  selection  from  time  to  time  and  have  a  pupil  read 
the  same  lines.     Point  out  his  successes  rather  than  his  failures. 

Have  frequent  exercises  in  which  pupils  read  to  the  whole  group.  This 
may  occur  in  the  history,  geography,  or  science  recitation.  The  opening  exer- 
cises  furnish  opportunity   for  this. 

We  Americans,  especially  in  the  west,  are  often  careless  and  lazy  in  our 
speech.  We  do  not  articulate  or  enunciate  our  words  with  distinctness.  There 
should  be  a  place  in  our  school  program  to  look  after  this  phase  of  the  edu- 
cation of  our  children.  It  should  be  looked  after  at  all  times,  but  the  reading 
period  affords  an  excellent  opportunity  to  correct  this  defect.  Nothing  short 
of  actual  concentrated  effort  all  along  the  line  will  accomplish  results.  The 
teacher  needs  to  be  especially  careful  of  her  own  speech  for  the  children 
are  imitators. 

Phonics. 

The  year's  work  In  phonics  should  embrace  the  following: 

1.  Review  and  extension  of  syllabication  and  accent. 

2.  The  effect  of  accent  on  the  sound  of  the  vowels. 

3.  The  marking  of  letters. 

In  order  to  divide  words  of  more  than  two  syllables  it  is  necessary  to 
understand  what  effect  accent  has  on  the  vowel  in  the  syllable.  The  important 
changes  due  to  accent  are  as  follows : 

I.  A  vowel  long  in  an  accented  syllable  because  of  a  silent  visitor 
becomes  modified  long  in  an  unaccented  syllable — senate,  preface,  prelate, 
mod  er  ate  (verb)  (the  a  is  long  because  of  silent  e  and  the  secondary 
accent),  mod  er  ate   (adjective)    (the  a  is  modified  long). 


SPELLING — FOURTH    YEAR.  99 

2.  The  following  changes  take  place  in  the  open  syllable : 

(a)  Long  a  becomes  modified  long  or  medial  (sometimes 
called  short  Italian):  chaotic,  mis  eel  la  ny,  razine,  carouse, 
a  bout,    a  bound,    sofa. 

(b)  Long  e  becomes  modified  long:   re  lax,    e  voke,    ere  ate. 

(c)  Long  I  becomes  either  modified  long,  or  short :  i  deal, 
di  reet,  an  i  mate,  me  di  urn.  According  to  some  authorities 
there  is  no  difference  between  long  i  and  modified  long. 

{d)  Long  0  becomes  modified  long:  o  mit,  des  o  late, 
pro  pri  e  ty. 

(e)  Long  «  becomes  modified  long:  hit  man  i  ty,  u  nite, 
vol  u  a  ble, 

(/)  Long  3'  is  the  same  as  i:    hy  e  na,    pit  y. 

3.  Two  other  changes  should  be  noted : 

(a)  Long  Italian  a  followed  by  r  becomes  tilde  a  in  the 
terminal  unaccented  syllable :     dol  lar,     gram  mar. 

(b)  Caret  o  followed  by  r  becomes  tilde  o  in  the  terminal 
syllable :  col  or,   val  or. 

The  changes  in  the  regular  closed  syllable  are  unimportant. 
In  order  to  prepare  for  dictionary  work  in  the  fifth  grade  the  children 
should  begin  the  marking  of  letters.  Perhaps  the  easiest  approach  to  the 
diacritical  marks  is  with  words  that,  according  to  the  principles  thus  far 
learned,  would  not  be  considered  phonetic.  The  following  words  will  suggest 
the  class  to  use:  have,  bread,  give,  solve,  young,  kind,  grind,  old,  colt,  cahi,, 
father,  read  (past  tense).  The  teacher  can  introduce  the  mark  thus:  gave  — 
have.  Here  are  two  words  which  look  very  much  alike.  They  each  have  the 
ave,  and  yet  in  one  case  the  a  is  long  and  in  the  other  it  is  short.  Now  we 
have  a  method  of  indicating  that  these  two  a's  do  not  sound  alike.  Here  u:e 
the  marks.  Read  (present)  and  read  (past)  are  good  words  to  begin  with. 
After  a  mark  has  been  studied  have  the  children  write  as  many  words  as  they 
can  gather  that  will  illustrate  the  sound.  Do  not  try  to  introduce  the  various 
marks  too  fast;  this  will  lead  to  confusion. 

Punctuation. 

Read    suggestions   given   in    third   year    outline.     The   same    will    apply    to 
fourth.     The  work  will  be  of  like  nature,  but  of  greater  difficulty. 


SPELLING. 


ALTERNATION — The  work  in  spelling  for  third  and  fourth  year  is  arranged  for  alter- 
nation. During  the  school  year  of  1918-19  teach  third  year  spelling,  during  1919-20  teach 
fourth   year   spelling,    and   so   continue   to   alternate   the   work   of   the   two   years. 

Suggestions  to  Teachers. 

Be  sure  to  read  "General  Suggestions  on  Teaching  Spelling"  given  on  page 
79  of  this  course,  also  "Suggestions  on  Teaching  Third  and  Fourth  Year  Spell- 
ing" given  on  page  80  of  this  course. 

First  Month. 

1.  Pronounce  and  spell  common  words  of  all  lessons  of  the  month  in 
reading,  language,  arithmetic  and  other  studies,  or  assign  drill  work  in  spell- 
ing from  the  adopted  textbook,  for  each  month  of  the  fourth  year. 

2.  Write  names  of  objects  seen  on  way  to  school;  names  of  vegetables. 

3.  Use  correctly  in  sentences :  all ;  ate,  eight ;  ball ;  bare,  bear ;  bow ;  by, 
buy ;  sell ;  climb ;  die,  dye ;  done. 

4.  Use  in  phrases  or  sentences  words  of  opposite  meaning:  below,  al)ove; 
worst,  best ;  mend,  break ;  warm,  cool ;  laugh,  cry. 

5.  Give  a  list  of  words  to  which  er,  meaning  more,  can  be  annexed. 


100  SPELLING FOURTH    YEAR. 

Second  Month. 

1.  Pronounce    and    spell    useful    words    of    all    lessons    of    the    month    in 
reading,  language,  arithmetic  and  other  studies. 

2.  Write  names  of  wild  animals;  names  of  domestic  animals. 

3.  Homonyms :    feet,   four,   fur,  great,  grown,  hear,  here,  hew,  haul,  herd, 
heard,  in,  inn. 

4.  Copy    and    use    antonyms:    careless,    careful;    dry,    moist;    night,    day; 
giant,  dwarf;  never,  ever. 

5.  Write  a  list  of  words  to  which  est  can  be  annexed. 

Third  Month. 

1.  Pronounce  and  spell  useful  words  of  all  lessons  of  the  month  in  read- 
ing, language,  arithmetic,  and  other  studies. 

2.  Write  names  of  birds ;  names  of  fishes. 

3.  Homonyms:    jam,    know,    no,    kill,    led,    lie,    lesson,    made,    mane,    meat, 
meet,  more. 

4.  Write  and  use  antonyms:  torrid,  frigid;   famine,  feast;  last,  first;  lean, 
fat ;  empty,  full. 

5.  Write  a  list  of  words  to  which  er,  meaning  one  zvlio,  can  be  annexed. 
(Note  change  in  spelling  such  words  as  runner,  gunner.) 

Fourth  Month. 

1.  Pronounce   and   spell   important   words   of   all   lessons   of   the   month   in 
reading,  language,  arithmetic,  and  others  studies. 

2.  Write  names  of  farm  products;  names  of  farm  implements. 

3.  Homonyms  :  prize,  plum,  peal,  pour,  red,  read,  stair,  sale,  sail,  sea,  see, 
soar,  sore,  sole. 

4.  Write  antonyms:  give,  take;  hard,  soft;   idle,  busy;   mclude,  exclude. 

5.  Write  a  list  of  words   to  which  ly  can  be  annexed.      (Note  change   in 
spelling  such  words  as  day,  daily.) 

Fifth  Month. 

1.  Pronounce  and   spell   important   words   of   all   lessons   of   the   month   in 
reading,  language,  arithmetic  and  other  studies. 

2.  Write  names  of  colors;  names  of  kitchen  articles. 

3.  Homonyms :    seen,    surf,   seam,   seem,   threw,   through,   their,   there,   toe, 
tear,  wood,  would,  ware,  wear,  weak,  week. 

4.  Give  antonyms:   small,   large;   death,   life;   high,   low;   remote,   modern; 
wide,  narrow. 

5.  Write  a  list  of  words  to  which  i)i   (//,  im,  ir)  can  be  prefixed. 

Sixth  Month. 

1.  Pronounce  and   spell   practical    words   of   all   lessons    of   the    month    in 
reading,  language,  arithmetic  and  other  studies. 

2.  Write  names  applied  to  air  in  motion;  water  in  motion. 

3.  Homonyms :    pair,    pare,    pear,    fowl,    peace,    piece,    earn,    board,    base, 
beer,  creek,  ceiling,  sealing,  flow. 

4.  Study    antonyms :    new,    old ;    painless,    painful ;    present,    past ;    wrong, 
right ;  advance,  retreat. 

5.  Write  a  list  of  words  to  which   some  can  be  annexed. 

Seventh  Month. 

1.  Pronounce  and  spell  useful  words  of  all  lessons  of  the  month  in  read- 
ing, language,  arithmetic  and  other  studies. 

2.  Write  names  of  sounds  produced  by  mammals  :  mew,  neigh,  etc. ;  names 
of  sounds  produced  by  fowls  and  birds,  as  caw,  crow,  etc. 

3.  Homonyms :     gild,     leaf,     loan,     lane,     mean,     muscle,     oar,    ore,     plain, 
profit,  reed. 

4.  Give  antonyms:   smooth,  rough;   long,  short;   strong,  weak;  well,   sick; 
rwift,  slow. 

5.  Write  a  list  of  words  to  which  under  can  be  prefixed. 


LANGUAGE  AND  COMPOSITION-r-IOUPTEi   V£A'{.  KV/V<    I    ^  lOI 

Eighth  Month. 

1.  Pronounce  and   spell   important   words   of  all  lessons   of  the  month   in 
reading,  language,  arithmetic  and  other  studies. 

2.  Write  names  of  months  and  abbreviations;  days  of  week  and  abbrevia- 
tions.   When  to  use  an  abbreviation. 

3.  Homonyms :     right,    write,     raise,    rays,    slow,    throne,    thrown,    wade, 
weighed,   faint,  bale,  draft,  you. 

4.  Use   antonyms  :   sour,   sweet ;    failure,   success ;   wild,   tame ;    false,  true ; 
fierce,  gentle. 

5.  Write  a  list  of  words  to  which  cr,  meaning  more,  can  be  annexed. 


LANGUAGE  AND  COMPOSITION. 

Read  Introduction,  pp.  39-42.  Read  outline  for  earlier  grades.  Remember 
that  every  lesson  is  a  lesson  in  oral  language,  and  that  every  thing  written 
in  any  class  is  a  piece  of  written  language.  Insist  upon  the  same  standards  of 
correctness  in  all  classes. 

I.  Aims — Oral:    To  train  the  pupils  : 

1.  To  talk  freely  to  the  class  about  the  things  they  are  interested  in, 
at  somewhat  greater  length  than  in  preceding  years,  showing  increased 
power  to  stick  to  the  point  and  some  feeling  for  logical  order. 

2.  To  speak  in  a  natural  tone,  with  increasingly  distinct  articulation, 
— especially  of  g's,  fs,  d's. 

3.  To  speak  in  clean-cut  sentences,  not  joined  by  and's,  then's,  so's, 
and  bufs. 

4.  To  form  certain 'good  speech-habits. 

5.  To  enlarge  the  vocabulary   (See  page  40). 

6.  To  keep  present  and  past  time  straight  in  narrating  an  incident. 
Written  :    To  train  the  pupils  : 

1.  To  write  a  paragraph  of  half  a  dozen  or  more  clean-cut  sen- 
tences, unmarred  by  misspelled  words  and  showing  sorne  sense  of  orderly 
arrangement  (No  child  who  can  produce  a  well-written  paragraph  of 
greater  length  should  be  held  to  this  minimum.) 

2.  To  capitalize  and  punctuate  these  sentences  correctly. 

3.  To  master  a  few  more  technicalities  of  written  composition. 

4.  To  make  real  progress  in  writing  friendly  letters. 

5.  To    proof-read    and    correct    their    work    before    handing    it    in. 

6.  To  use  correctly  the  simple  past  forms  of  certain  verbs. 

II.  Kinds  of  Written  Work — Sentences  for  copying  and  dictation;  short 
paragraphs,  in  the  main  telling  incidents  and  explaining  how  to  do  something, 
a  few  describing  things  that  children  are  interested  in;  friendly  letters  (See 
page  103)  ;  dramatic  dialogue  (See  page  104). 

III.  Suggestive  Subjects  for  Composition.    (See  page  102) 

IV.  Correction  of  Oral  and  Written  Work.     (See  pages  41-42. 

Literature. 
Read  the  Introduction  to  Literature. 
The  literature  for  the  fourth  year  consists  chiefly  of  myths  and  folk  stories 
from  the  Greek — stories  to  which  modern  writers  constantly  refer.  The  teacher 
should  see  to  it  that  the  pupils  really  imagine  these  Greek  heroes  and  their 
adventures,  so  that  Ulysses  (Odysseus),  Jason,  Achilles,  Hector,  and  the  rest 
become  to  them  real  people.  If  the  names  of  characters  and  a  few  places  be- 
come familiar,  the  texts  will  not  prove  too  difficult  for  fourth  grade;  and  the 
beautiful  rhythmic  prose  of  Ruskin,  Kingsley,  and  Josephine  Preston  P^abody 
should  not  be  exchanged  for  any  amateur  version  by  any  teacher.  The  stories 
should  first  be  read  to  the  children;  but  part  of  them  may  afterwards  be  read 
by  them,  and  furnish  excellent  practice  in  silent  reading  (See  p.  44 "I-  Passages 
from  Brvant's  poetic  translation  of  the  Iliad  may  be  used  to  supplement  Church. 


102  L'ANGtJAOE'.  AND  COMPOSITION — FOURTH   YEAR. 

Children  enjoy  playing  "The  King  of  the  Golden  River",  the  stories  of  Perseus 
and  of  Jason,  and  parts  of  the  Iliad  and  the  Odyssey.  They  should  not  be  al- 
lowed to  forget  stories  and  poems  previously  learned.  For  the  teaching  of 
poetry  see  page  44. 

Errors  of  Speech, 

Verbs — it  don't;  that  don't;  attackted;  drownded;  drug;  if  I  was  you. 
Errors  in  the  use  of:  may;  learn,  teach;  the  past  and  present  of  lie,  sit,  see, 
do,  give,  ask,  come. 

Pronouns — theirselves,  who — when  used  for  animals. 

Double  Negatives — never  does  nothing. 

Pronunciation — a-comin',  a-seein' ;  in  general,  failure  to  enunciate  final 
g's,  t's,  d's ;  jogaphy,  kep'   (kept),  elum   (elm),  kin   (can). 

Miscellaneous — got  sick  on  him;  had  as  leaves  go;  Where  is  the  book  at? 
these,  those  kind. 

Technicalities  in  Writing.- 

Capitals — For  the  names  of  holidays  in  general ;  local  geographical  names ; 
first  word  in  a  line  of  poetry;  words  referring  to  God;  first  and  important  words 
in  literary  titles ;  titles  used  with  names  of  persons,  as  superintendent,  presi- 
dent, military  titles   (if  needed),  the  initials  U.  S.,  D.  C. 

Punctuation — Sentence :  comma  to  set  ofif  word  of  address,  yes,  and  no. 
Word :  Period  for  all  abbreviations  and  initials  needed ;  hyphen  to  divide  word 
between  syllables.  Quotation :  A  quoted  literary  title  to  be  enclosed  within 
quotation  marks  (or  underlined). 

Letter  Form — Correct  form  for  friendly  letters ;  and  for  superscription. 
(See  Helps  below.) 

Spelling — Plurals  of  nouns  ending  in  y  preceded  by  a  consonant ;  singular 
possessives  of  nouns  and  pronouns,  (no  apostrophe  in  the  possessive  forms,  its, 
hersi)  ;  the  contractions,  lie's,  she's,  it's,  what's,  that's,  they're,  I've,  you've,  needn't, 
he'll,  I'll,  etc.,  lefs,  and  any  others  needed;  when  for  went,  (and  other  errors 
of  the  eye). 

Paragraph  Form — No  unnecessary  open  spaces  on  the  right  (Divide  words 
betw^een  syllables  by  hyphen)  ;  dramatic  dialogue.     (See  Helps  below.) 

Subjects  for  Composition. 

What  I  can  do  to  make  a  pleasant  schoolroom;  When  I  got  locked  in; 
How  to  spin  a  top;  A  surprise  for  the  teacher;  What  I  should  like  to  be; 
Watching  a  robin  bathe;  The  spider  as  seen  by  the  fly;  The  fly  as  seen  by 
the  spider;  Why  I  like  Achilles  better  than  Jason;  An  imaginary  story, — How 
the  elves  did  my  work  one  cold  night. 

For  Dramatization — The  King  of  the  Golden  River. 

For  Picturing — (The  teacher,  perhaps  saying:  "What  do  you  see  at  this 
moment  in  the  story?") 

"And  as  they  walked,  every  stone  that  Deucalion  flung  became  a  man; 
and  every  one  that  Pyrrha  threw  became  a  woman." 

Peabody:  The  Deluge. 

From  Nature  Study — Raising  sweet  peas  for  the  family ;  When  our  bees 
swarmed;  How  we  got  wild  honey;  The  story  of  my  anL  colony;  A  game  I 
like  to  play ;  When  the  turkey  gobbler  chased  me ;  My  visit  to  the  dentist ;  A 
good  school  lunch ;  A  pine  tree  after  a  snow  storm ;  When  I  burned  my  hand ; 
Finding  the  first  hepaticas. 

Letters — See  HI  above;  A  letter  from  the  spider  to  her  daughter,  telling 
about  the  fly;  A  letter  from  Atalanta  to  Arachne,  telling  how  she  lost  the  race 
and  warning  Arachne  against  too  preat  pride  in  her  weaving;  A  letter  from 
Odysseus  to  Penelope,  telb'ng  of  his  adventure  with  Polyphemus ;  A  letter  order- 
ing seed  from  a  catalogue. 


LANGUAGE  AND  COMPOSITION — FOURTH  YEAR.  IO3 

Letter  Forms. 
Friendly  Letter— Grades  IV=Vin. 

229  Oregon  Street, 
Urbana,  Illinois, 
January  30,  1917. 
Dear  old  Ruth, 

How  long  it  has  been  since  I  heard  from  you!  Are  you  sick?  Why  don't 
you  write?  I  saw  Dorothy  yesterday,  and  she  said  she  had  not  heard  from 
you  either.  We  decided  we  would  show  you  what  angels  we  are  by  writing 
you  again. 

Ruth,  if  you  still  like  basket  ball,  you  would  have  had  a  good  time  here  last 
week.  We  played  the  biggest  game  of  the  season.  The  way  Jones  shot  goals 
from  anywhere  on  the  floor  that  he  happened  to  be  almost  made  me  burst  with 
pride.  The  other  team  soon  found  out  that  he  was  our  star  performer,  and 
tried  hard  to  put  him  out  of  the  game.  But  he  was  more  than  a  match  for 
them.  Once  he  just  punched  the  head  of  the  man  who  had  slugged  him.  But, 
thank  goodness,  the  referee  was  looking  the  other  way.  Almost  at  the  end  of 
the  game  he  slipped  and  fell.  For  a  moment  I  was  paralyzed  with  fright,  think- 
ing he  might  have  broken  his  leg;  but,  although  he  limped  when  he  got  up, 
he  was  game  and  staid  by  the  team.     The  score  was  20  to  if  in  our  favor. 

Our  crowd  all  sat  together,  and  said  how  we  wished  you  were  back  here 
again.  Don't  you  wish  you  were  too?  We  gave  you  a  nick-name,  Ruth  the 
Moabitess.     We've  just  been  reading  the  Bible  story  in  class. 

Well,  Ruth  the  Moabitess,  I'm  going  to  look  for  a  letter  from  you  soon. 
Don't  disappoint, 

Your  affectionate  friend, 

Harriet  Benson. 
The  Superscription — (Called  for  From  the  Fourth  Grade  on.) 
Miss  Ruth  Whitaker, 
6gi  Second  Street, 
Springfield, 
Illinois. 
Imaginary  Letter. 
(Written  by  a  pupil  in  the  seventh  grade  to  the  teacher  of  his   literature 
class.     The  class  were  reading  "The  Legend  of  Sleepy  Hollow.") 

Tarry  Town,  New  York, 
September  30,  1785. 
Dear  Miss  Weaver : 

Today  is  the  day  after  Sunday.  You  know  what  that  means.  In  terms 
of  arithmetic,  it  =■  Monday,  and  Monday  =  school.  Our  teacher  (the  famous 
Ichabod  Crane)  was  in  no  very  good  humor  today.  The  birch  tree  just  outside 
the  school  house  door  has  five  less  switches  than  it  had  this  morning.  He  used 
none  on  me,  however,  as  he  is  too  great  a  diplomat  to  spoil  his  chances  with 
my  sister  that  way.  He  is  coming  to  my  house  this  week.  I  certainly  appreciate 
that  fact.  Our  birch  tree  has  very  few  limbs  on  it  now,  and  it  will  be  a 
happy  day  when  the  ceremony  of  stripping  it  of  its  last  branch  takes  place.  We 
have  not  learned  much  about  the  three  R's  yet,  but  we  know  more  witch-craft 
than  we  ever  could  have  learned  under  any  other  teacher.  We  got  out  early 
today  because  of  an  engagement  Crane  had  with  my  sister. 

Your  obedient  servant, 

Hans  Van  Tassel, 
Business  Letter. 

Casey,  Illinois, 

January  3,  igi8. 
Mr.  W.  C.  Alexander, 
Litchfield,  Illinois. 
Dear  Sir : 

Will  you  give  me  a  position  as  a  farm  hand  this  coming  summer?  T  am 
sixteen  years  old,  five  feet  ten  inches  high,  and  I  weigh  a  hundred  and  forty 


I04  LANGUAGE  AND  COMPOSITION — FOURTH   YEAR. 

pounds.     I  have  lived  on  a  farm  all  of  my  life,  and  have  managed  a  team  two 
years.    I  am  willing  to  work  for  thirty  dollars  a  month. 

As  to  my  ability  to  make  a  good  farm  hand  you  may  refer  to  any  of  the 
following  men,  Mr.  Landis  Watkins,  Mr.  Thomas  Crouch,  Mr.  H.  T.  Benson. 
These  men  all  may  be  addressed  at  Martinsville,  Illinois,  Route  3.  An  early 
answer  will  be  appreciated. 

Yours  truly, 

William  Summers. 

Standards  of  Written  Work. 

My  brother  and  I  saw  Baby  Alice,  the  big  fat  girl,  in  the  circus  last  week. 
My  brother  said  she  was  stuffed  and  I  said  she  wasn't.  To  prove  it  I  bumped 
into  her  and  found  that  I  was  right. 

(Children  in  this  grade  should  not  be  expected  to  punctuate  appositives.) 
— Taken  from  Slicridaii's  "Speakiiig  and  Writing  English." 

D — Dialogues,  Dramatic  and  Narrative. 

The  Dramatic  Form — (To  be  used  from  Grade  R^  on.) 
Alice  and  the  Caterpillar. 

Caterpillar.  [Seeing  Alice  peeping  at  him  over  the  mushroom.]  Who 
are  you? 

Alice.  [Who,  after  falling  down  the  rabbit  hole,  had  been  very  mysterious- 
ly changing  from  a  small  girl  in  to  a  very  big  one  and  then  back  again  into 
a  very  tiny  one.]  I — I — hardly  know.  Sir,  just  at  present — at  least  I  know  who 
I  was  when  I  got  up  this  morning,  but  I  think  I  m.ust  have  changed  several 
times  since  then. 

Caterpillar.     What  do  you  mean  by  that?     Explain  yourself! 

Alice.  I  can't  explain  myself,  I'm  afraid,  Sir,  because  I'm  not  myself, 
you  see. 

Caterpillar.     I  don't  see. 

Alice.  [Wanting  to  be  polite.]  I'm  afraid  I  can't  put  it  more  clearly,  for 
I  can't  understand  it  myself,  to  begin  with;  and  being  so  many  different  sizes 
in  a  day  is  very  confusing. 

Caterpillar.     It  isn't. 

Alice.  Well,  perhaps  you  have'nt  found  it  so  yet,  but  when  you  have  to 
turn  into  a  chrysalis — you  will  some  day,  you  know-and  then  after  that  into 
a  butterfly,  I  should  think  you'll  feel  a  little  queer,  won't  j'ou? 

Caterpillar.     Not  a  bit. 

Alice.  Well,  perhaps,  your  feeling  may  be  different.  All  I  know  is,  it 
would  feel  very  queer  to  me. 

Caterpillar.  [Feeling  very  superior  to  Alice.]  You!  Who  are  you} 
[Which  brought  them  back  again  to  the  beginning  of  the  conversation.] 

Until  the  sentence  habit  is  very  thoroughly  fixed — say,  in  the  seventh  or 
the  eighth  grade — pupils  should  be  required  to  put  all  the  explanatory  remarks 
called  for  by  dramatic  dialogue  into  the  form  of  sentences,  not  phrases  or 
clauses  as  in  the  illustration. 

The  Narrative  Form — (This  conversation  was  written  in  the  beginning  of 
the  ninth  year.  It  illustrates  both  unbroken  and  broken  quotation.  Notice  the 
substitutes  for  the  word  said.) 

The  Inquisitive  Boy  on  the  Train. 

"Mama,  who  is  that  red-headed  man  over  there?"  asked  the  small  b^y  on 
the  train  of  his  mother. 

"Hush,  dearie,  you  mustn't  ask  such  questions",  admonished  his  mother. 
"He  might  hear  you." 

"But  what  makes  his  hair  so  red?" 

"Now,  be  quiet,  Johnny,  or  I  will  leave  you  home  the  next  time  we  go 
on  the  train." 

"What  has  he  got  such  big  feet  for,  mama?"  persisted  Johnny. 

"That  is  the  way  they  were  made.     Be  still,  or  I  shall  have  to  punis'ti  you." 


LANGUAGE   AND   COMPOSITION — FOURTH    YEAR.  I    5 

"Mama,  mama,"  pleaded  Johnny,  just  as  his  mother  became  absorbed  in 
her  book,  "what  makes  the  top  of  that  man's  head  so  shiny?" 

"I  don't  know,"  snapped  his  mother,  "and  I  don't  care." 

"Mama,  can  I  buy  two  oranges  when  that  man  with  the  bkie  cap  comes 
back?"     Johnny  tried  again  about  a  minute  later. 

"Yes,  dear,  if  you  will  only  hush,"  answered  his  mother  hopefully,  but 
in  vain. 

"Mama,  do  you  think  that  big  fat  man  over  there  was  ever  a  little  boy 
like  me?" 

"No,  I  don't.  I  don't  believe  there  ever  was  another  boy  in  the  world  that 
could  ask  as  many  questions  as  you  can.  Now,  sit  down  and  look  out  the 
window,"  ordered  his  mother,  slapping  his  hands. 

"St.  Louis,"  yelled  the  flagman,  as  the  train  came  to  a  stop. 

"Mama,  did  that  man's  yelling  make  the  train  stop?"  queried  the  little  boy. 

His  mother  did  not  answer,  but  picked  up  her  belongings,  and  taking  the 
little  boy  by  the  hand,  led  him  to  the  car  door.  And  we  may  rest  assured  that 
the  red-headed  man,  the  bald-headed  man,  and  the  fat  man  were  not  sorry 
to  see  them  go. 

E — Value  of  Detail — (The  smaller  and  more  definite  the  subject,  the  easier 
It  is  to  vitalize  it  with  details.) 

One  Hallowe'en. 

Last  Hallowe'en  I  had  a  lot  of  fun.  Mother  let  me  stay  at  home  in  the 
afternoon  to  get  ready.  A  friend  spent  the  night  with  me.  At  supper  we 
could  hardly  keep  our  faces  straight.  That  night  we  had  a  good  time  making 
lots  of  noise  and  playing  tricks  on  one  another.  While  we  were  telling  ghost 
stories,  a  light  was  flashed  on  the  window.  We  ran  to  mother's  room  and  told 
her  about  the  light.  Mama,  seeing  that  we  were  frightened,  told  us  that  it 
was  only  Jack,  our  neighbor,  trying  to  have  fun  too. 

Hallowe'en  Tricks. 

(Improved  by  narrowing  the  subject  and  putting  in  more  details.) 
One  Hallowe'en  about  four  years  ago,  Mary,  a  friend  of  mine,  spent  the 
night  with  me.  We  had  lots  of  fun  playing  tricks  on  one  another  and  fixing 
things  for  the  family  to  stumble  over.  We  made  so  much  noise  that  it  sounded 
as  if  the  roof  was  falling  in.  We  imagined  that  there  was  a  ghost  or  goblin 
in  every  dark  corner.  When  we  could  think  of  no  more  pranks  to  play,  we 
sat  on  the  floor  around  the  fireplace  to  tell  ghost  stories.  There  was  no  light 
in  the  room  except  that  which  was  cast  by  the  fire.  Mary  was  just  at  the 
point  in  her  story  which  made  me  feel  most  creepy  when  a  light  was  flashed 
on  the  window.  In  an  instant  it  was  gone.  The  shadows  cast  by  the  fire  now 
became  witches  and  goblins.  Gur  first  impulse  was  to  run  to  mother's  room, 
and  we  did  so.  When  we  reached  her  door,  we  fell  in  a  heap.  Mother,  seeing 
that  we  were  really  frightened,  told  us  that  it  was  only  Jack,  our  neighbor,  trying 
to  have  some  fun  too.  We  were  very  much  ashamed  of  ourselves  when  we 
thought  how  he  would  laugh  at  us  next  morning. 

F — Some  Suggestive  Beginnings. 

1.  There  were  three  children  to  coast  and  only  one  sled. 

2.  "Why  are  you  late  for  supper,  William  Goose,  and  your  clothes  all 
wet?"  demanded  Mother  Goose  of  one  of  her  many  children,  as  he  slipped  iato 
his  place  at  the  table.  (The  conversation  that  follows  should  reveal  what  had 
happened  to  William.) 

3.  I  have  an  aunt  who  is  a  very  prim  old  lady. 

4.  The  red  car  flashed  around  the  corner  like  a  streak  of  lightning,  with 
the  blue  racer  only  a  few  feet  behind. 

5.  At  last  I  had  a  bite. 

XI — The  Amount  of  Work  to  be  Covered — The  course  has  been  outlined 
with  both  the  poorly  and  the  better  equipped  schools  in  mind.  The  work  of  each 
grade  is  sufficiently  full  to  suggest  what  the  teacher  who  is  responsible  for  only 
one  room  may  easily  accomplish,  while  at  the  end  of  the  sixth  and  the  eighth 


I06  LANGUAGE  AND  COMPOSITION — FOURTH   YEAR. 

year  a  list  of  minimum  results  to  be  attained  indicates  to  the  teacher  of  the  one- 
room  country  school  a  standard  of  achievement  reasonably  within  her  reach. 
(The  very  full  introduction  is  designed  particularly  for  the  inexperienced 
teacher.) 

XII — The  Place  of  Language  and  Composition  Work  on  the  School  Pro- 
gram :  In  the  graded  school  there  w^ill  be  no  difficulty  in  providing  the  necessary 
time  on  the  daily  program  for  this  work.  But  in  the  one-teacher  school  the  situa- 
tion is  quite  different.  If,  however,  the  teacher  will  remember  that  every  class 
is  an  English  classy,  she  can  manage  very  well  without  having  a  special  language 
period  scheduled  for  each  day  in  the  week.  Literature,  which  must  often  share 
the  reading  period,  will  also  often  combine  with  the  language.  At  other  times 
language  and  nature  study  will  unite.  There  should  be,  however,  quite  regularly 
a  separate  period  for  composition — both  oral  and  written — on  such  topics  as  do 
not  belong  in  any  other  school  subject, — as  for  example,  the  personal  experi- 
ences of  the  pupils,  their  opinions  on  things  in  general,  how  to  play  games  and 
do  other  things.  After  all  it  is  skill  in  this  kind  of  composition  that  will  be  of 
most  service  to  boys  and  girls  when  they  leave  school.  It  is  of  the  greatest 
importance  to  make  provision  for  a  short  drill  every  day  on  good  habits  of 
speech.  This  drill  however  should  not  cut  into  the  time  of  any  one  class 
exclusively,  but  rather  of  each  class  in  turn. 

A  Few  Books  Especially  Helpful  to  Teachers  of  English  in  the 
Elementary  Schools  : 

EngUsh  Composition  as  a  Social  Problem — Leonard  (Houghton  Mifflin).  A 
very  suggestive  book. 

How  the  French  Boy  Learns  to  Write — Brown  (Harvard  University  Press). 
Contains  many  valuable  hints  for  the  American  teacher. 

Teaching  of  English  in  the  Elementary  School — Klapper   (Appleton). 

The  Elementary  Course  in  English — Hosic  (The  University  of  Chicago 
Press). 

English  in  the  Country  Schools — Barnes  (Row,  Peterson  &  Co.). 

Language  Work  in  the  Elementary  Schools — Leiper   (Girm  and  Company). 

Speaking  and  Writing  English — Sheridan   (Benj.  H.  Sanborn). 

Standards  in  English — Mahoney   (World  Book  Company). 

(These  last  two  very  much  alike,  both  outlining  excellent  courses  in  English 
for  the  grades.) 

"Language  Games  for  All  Grades — Deming  (Beckley-Cardy  Company). 

Games  of  False  Syntax — Metcalf   (A.   Flanagan  Company). 

Language  Games — King  (Educational  Publishing  Company). 

ALTERNATION — Fourth  Year  Language  should  be  taught  the  school  year  1919-20  and 
each  alternate  year  thereafter;  Third  Year  Language  should  be  taught  the  school  year 
19 1 8-1 9   and   each   alternate   year   thereafter. 

First  Month. 

Habits  of  Speech — Drill  on  errors  noted  for  earlier  grades,  as  needed, — ■ 
especially  in  the  use  of  may,  lie,  sit,  and  in  enunciation  of  final  ing's.  Add : 
Lie,  lay; — "When  John  spoke  to  him,  Rover  lay  down", — not,  "laid  dozun"; 
"Finally  Goldilocks  lay  dozvn  in  the  Baby  Bear's  bed";  do,  did;  "coming", — 
never,  "a-comin' ",  "seeing", — never,  "a-seein  " ;  final  g's,  in  general;  "geography", 
— never,  "jogaphy". 

Technicalities  in  Writing — Those  noted  for  preceding  grades.  Add : 
Capital  letters  for  names  of  holidays  (in  general)  ;  for  local  geographical  names; 
capitals  and  periods  for  initials  U.  S.,  D.  C,  and  any  others  needed ;  rules  for 
capitals  and  marks  of  punctuation  needed  in  friendly  letters,  including  the 
superscription.     (See  page  102) 

Stories — The  King  of  the  Golden  River  (Ruskin),  The  Wood  Folk, 
Prometheus   (Peabody). 

Poems — Ballad  of  the  Tempest  (James  T.  Field),  *Romance  (Gabriel  Setoun 
— "I  Saw  a  Ship  A-sailing"  (In  Baker  and  Carpenter  II),  The  Spider  and 
the  Fly  (Mary  Howitt). 

Picture — At  the  Watering  Trough — Dagnan  Bouveret. 


LANGUAGE  AND  COMPOSITION — FOURTH   YEAR.  107 

Second  Month. 

Habits  of  Speech — Add:  sit,  sat;  "Tom  sat  down  in  the  mud", — not  "set 
down";  see,  saw,  "themselves", — never,  "their selves". 

Technicalities  in  Writing — Add :  Capital  letter  for  first  word  in  a  line 
of  poetry;  no  unnecessary  open  space  left  on  the  right  hand  margin,  hyphen 
used  to  divide  words  between  syllables;  spelling:  plural  of  nouns  ending  in  y 
preceded  by  a  consonant. 

Stories — The  Deluge,  Orpheus  and  Eurydice,  Icarus  and  Daedalus,  Phaeton, 
Niobe,  Admetus  and  the  Shepherd   (Peabody). 

Poems — Robin  Redbreast  (William  AUingham),  *The  Mountain  and  the 
Squirrel  (Emerson),  What  Wood-fire  Said  to  the  Little  Boy  (Frank  Stanton 
in  (21)  ''Songs  of  Treetop'and  Meadow"). 

Picture — Suspense — Landseer. 

Third  Month. 

Habits  of  Speech — Add  :  ask,  asked;  'T  asked  to  go  to  the  circus", — never, 
"ask"  for  past  time;  give,  gave;  "John  gave  me  his  knife", — never  "John  give 
me  his  knife";  "It  doestn't, — not,  "It  don't";  "kept", — never  "kep";  t's  and  d's 
in  general. 

Technicalities  in  Speech — Add:  Form  of  dramatic  dialogue  (See  page 
102)  ;  comma  to  set  off  word  of  address,  and  the  words  v^^  and  no. 

Stories — Alcestis,  The  Calydonian  Hunt,  x\talanta's  Race,  Arachne,  Cupid 
and  Psvche,  The  Trial  of  Psvche  (Peabody). 

Poems— *A  Child's  Thought  of  God  (E.  B.  Browning),  The  Village 
Blacksmith  (Longfellow),  To  Mother  Fairy  (Alice  Cary). 

Picture — Return  of  the  Mayflower — B  ought  on.- 

Fourth  Month. 

Habits  of  Speech — Add :  come^  came ;  "He  came  yesterday" , — not  "come", 
for  past  time;  "That  doesn't", — not,  "that  don't";  "Where  is  the  book?", — never, 
"Where  is  the  book  atV ;  "elm", — never,  "elum". 

Technicalities  in  Writing — Add  :  Capital  letters  for  words  referring  to 
God;  spelling:  contractions,  he's,  she's,  ifs,  what's,  that's,  they're. 

Stories — Stories  of  the  Trojan  War  (Peabodv),  Beginning  the  Iliad 
(Church). 

Poems — Little  Gottlieb  (Phoebe  Cary),  The  Sparrow  (Celia  Thaxter), 
*While  Shepherds  Watched  Their  Flocks  by  Night  (Nahum  Tate). 

Picture — Christ  in  the  Temple — Hoffman. 

Fifth  Month. 

Habits  of  Speech — Add:  attack,  attacked  (never  attacted")  ;  "I  learn  how  to 
write  a  letter" ;  "I  teach  my  younger  sister  how  to  write  a  letter" ;  "He  never 
does  anything",— never  "He  never  does  nothing";  "Can  a  girl  make  a  kite?" 
— never  "Kin  a  girl  make  a  kite?" 

Technicalities  in  Writing — Add:  Capitals  for  titles  used  with  names  of 
persons,  in  general, — as  superintendent,  president  (military  titles,  if  needed)  ; 
periods  for  abbreviations  and  initials  as  needed;  spelling:  I've,  you've,  etc.; 
needn't,  I'll,  he'll,  etc.;  lefs;  any  other  contractions  needed;  correct  when  for 
went,  and  other  errors  of  the  eye. 

Stories — The  Iliad  (Church). 

Poems— Sir  Patrick  Spens  (Old  Ballad),  The  Emperor's  Bird's  Nest  (Long- 
fellow), The  Snow  Storm   (Emerson). 

Picture — Three  Friends  of  the  Temperance  Society — Herring. 

Sixth  Month. 

Habits  of  Speech — Add  :  drown,  drowned  (never,  drownded)  ;  "//  /  were 
you  (or  some  one  or  something  else)  ;  not,  "If  I  was  you  (etc.)  ;  "this  kind", 
"that  kind", — never,  "these,  those  kind";  "Mr.  Jones's  cow  got  sick"  (or  died, 
etc.)", — never,  "Mr.  Jones's  cow  got  sick  on  him   (died  on  him,  etc.)". 

Technicalities  in  Writing — Add :  Capitals  for  important  words  in  liter- 
ary titles;  such  a  title  when  quoted  in  a  sentence,  to  be  enclosed  in  quotation 


I08  ARITHMETIC — FOURTH    YEAR. 

marks  or  underlined;  spelling:  possessive  singular  of  nouns  and  pronouns  (no 
apostrophe  in  the  possessive  forms  its,  hers.) 

Stories — Perseus,  Jason  and  the  Argonauts,  Theseus  (Kingsley,  "Greek 
Heroes"). 

Poems— Paul  Revere's  Ride  (Longfellow),  *The  Minstrel  Boy  (Moore), 
*Columbia,  the  Gem  of  the  Ocean. 

Picture — Aurora — Guido  Rent. 

Seventh  Month. 

Habits  of  Speech — Add:  Drag,  dragged  (never,  drug);  "who'\  used  to 
refer  to  persons  only ;  "I  had  as  lief  go", — never,  "I  had  as  leaves  go." 

Technicalities  in  Writing — Continue  work  begun. 

Stories — The  Adventures  of  Odysseus  (Peabody),  The  Odyssey  (Church). 

Poems— *March  (Wordsworth),  The  Pied  Piper  (Browning),  *The  Child's 
World — "Great,  wide,  beautiful,  wonderful  world"  (Matthew  Browne),  *Sweet 
Peas  (Keats). 

Picture — Tw'o  Mothers  and  Their  Families — Gardner-Botiguereau. 

Eighth  Month. 

Review — With  special  drill  on  weak  points. 

Definite  Results  to  be  Attained  at  End  of  Fourth  Year: — Distinct  im- 
provement in  the  habits  of  speech  drilled  on,  and  in  distinct  articulation. 

Mastery  of  technicalities  in  writing  drilled  on. 

Ability  to  speak  and  write  half  a  dozen  or  more  clean-cut  sentences,  with 
some  attention  to  logical  order. 

Ability  to  write  a  friendly  letter  in  perfect  form. 

Ability  to  copy  a  short  paragraph  accurately  and  with  a  fair  degree  of  speed. 
(See  page  42) 

Stories— The  Odyssey  (Church). 

Poems— *The  Eagle  (Tennyson).  The  Sandpiper  (Thaxter),  The  Owl 
(Tennyson),  The  Bluebird  (Rexford),  April  in  England— Home  Thoughts 
from  Abroad    (Browning),  Green  .Things   Growing    (Dinah   Mulock  Craik). 

Picture — The  Sower — Millet. 


ARITHMETIC. 

The  work  of  the  fourth  year  is  planned  with  the  thought  that  the  pupil 
each  month  shall  make  some  positive  advance  in  his  knowledge  and  skill  in 
the  fundamental  operations,  in  factoring,  in  fractions,  denominate  numbers  and 
measurements. 

The  chief  subject  on  the  formal  side  is  long  division.  Practice  in  it  involves 
constant  practice  in  multiplication  and  subtraction. 

The  pupil  learns  the  various  operations  in  simple  fractions;  there  should 
be  abundant  practice  in  problems  involving  fractions  whose  terms  are  lower 
tlian  13. 

A  good  textbook  is  of  great  service  but  new  topics  should  be  discussed  in  ad- 
vance of  the  textbook  assignment.  The  best  problems  are  local  problems.  A 
few  of  this  kind  are  suggested  in  the  following  outline. 

No  other  error  leads  to  greater  confusion  in  arithmetic  thinking  than 
the  neglect  to  dis  inguish  between  partition  and  measurement.  The  phrase 
"divided  by"  is  ambiguous.  365  -^  12  means  365  divided  among  the  12  in  the 
f-oblem.  What  is  the  average  number  of  days  per  month?  It  means  365 
divided  into  twelves  in  the  problem.  Flow  many  dozen  in  365  pencils?  If 
this  distinction  is  clearly  seen  many  errors  in  oral  and  written  statements  may 
be  avoided. 

A  child  learns  through  his  own  activity.  He  must  advance  from  the  known 
to  the  unknown.  Hence  if  a  child  cannot  solve  a  problem,  do  not  "explain"  it 
to  him.  Give  him  an  easier  one  of  the  same  type.  Find  something  he  can  do 
and  by  easy  stages  lead  him  over  the  difficulty. 


ARITHMETIC — FOURTH   YEAR.  lOQ 

For  early  work  in  fractions  use  the  relations  between  units  of  measure, 
divided  rectangles,  or  three-inch  circles  cut  from  unruled  paper.  The  shape  of 
the  sectors  obtained  by  folding  and  cutting  suggests  that  they  are  fractional 
units. 

Subject  Matter. 

Reading  and  Writing  Numbers — Complete.  Read  and  writs  numbers  to 
1 ,000,000,000,000. 

Roman  Notation — Complete. 

Multiplication — By  any  integral  multiplier. 

Division — Long  Division. 

Factors — Prime  factors  of  numbers  not  greater  than  100. 

Fractions — Reductions,  addition  and  subtraction,  denominators  usually  not 
greater  than  20.  Addition  and  subtraction  of  mixed  numbers.  Multiplication 
of  fractions  and  integers.  Division  of  a  fraction  by  an  integer  when  numerator 
is  divisible  by  the  integer. 

Measures — Table  of  cubic  measure.  Reduction,  addition  and  subtraction  of 
denominate  numbers  with  not  more  than  three  units. 

Mensuration — Area  of  rectangle  and  volume  of  a  rectangular  solid. 

Problems — Analysis  and  solution  of  many  problems. 

Drill — In  fundamental  operations  for  accuracy  and  speed.  See  that  the 
grade  is  up  to  well-known  standards,  as  those  of  Courtis. 

First  Month. 

Measure  schoolroom  floor.  Develop  idea  of  scale  in  drawing.  Pupils  draw 
on  blackboard  diagram  of  floor — scale  one  inch  to  the  foot ;  and  on  paper,  scale 
one-fourth  inch  to  the  foot.  Locate  stove,  desks,  etc.  Make  and  learn  tables 
of  lis  and  12s.  Reduce  feet  to  inches,  years  to  months,  dozens  to  ones.  Add 
compound  numbers — feet  and  inches,  or  yards,  feet  and  inches,  as  problems 
may  arise  in  the  schoolroom  measurements.  Add  mijted  numbers  with  same 
fractional  unit. 

Teach  form  of  merchants  bills  and  make  several  for  practice  in  multipli- 
cation and  addition  beginning  with  a  bill  for  a  fourth-grade  pupil's  school 
books  and  stationery.  Multiply  two-place  and  three-place  numbers  by  2,  3,  4,  5, 
etc.  Teach  with  U.  S.  money  or  bundled  splints.  Partition  of  two-place  and 
three-pla-ce  numbers  into  2,  3,  4,  5  equal  parts.  Teach  with  U.  S.  money  or 
bundled  splints.  Reduce  integers  to  fractions,  and  mixed  numbers  to  fractions, 
illustrating  with  paper  circles  cut  into  fractional  sectors,  and  with  denominate 
numbers. 

Second  Month. 

Measure  school  yard  with  tape-line  or  ten-foot  pole.  Make  plan  on  some 
convenient  scale  and  locate  buildings,  trees,  flower-beds,  walks,  etc.  Plan  for 
planting  trees,  shrubs,  and  vines  on  October  or  April,  Arbor  Day.  Divide  a 
yard  square  into  foot  squares,  a  foot  square  into  inch  squares.  Write  table. 
Give  problems  using  these  numbers ;  also  problems  involving  dozen  and  gross 
relating  to  pencils,  pens,  and  crayons. 

Develop  idea  of  area  as  number  of  unit-squares  in  a  surface,  and  the  area 
of  a  rectangle  as  made  of  equal  rows  of  unit  squares.  Compute  areas  of  walks 
about  building.  Cost  at  twelve  cents  per  square  foot.  Measure,  draw  and 
calculate  several  rectangular  areas.  Drill  on  the  place  va\ue  of  figures  by 
asking  "How  many"?,  "What"?,  when  pointing  to  figures.  Thus  7  in  237,  2^^, 
723,  expresses  7  ones,  7  tens,  etc.,  according  to  the  place  in  which  it  stands. 
Show  that  in  multiplying  a  number  by  10  we  annex  a  cipher,  or  rather  push  the 
figures  one  place  to  the  left.  Hence  20  times  the  number  is  two  times  the 
number  written  one  place  to  the  left.  Multiply  two-place  numbers  by  20,  30, 
40,  50,  etc. ;  also  by  22,  ZZ,  44,  55,  etc. 

Partition  of  integers  as  in  last  month,  also  partition  of  fractions  whose 
numerator  is  a  multiple  of  the  divisor:  %-f-3  =  J^  of  %■.  Reduction  of  im- 
proper fractions  to  whole  or  mixed  numbers. 


no  ARITHMETIC — FOURTH   YEAR. 

Third  Month. 

Multiplying  two-place  numbers  by  two-place  multipliers.  Compute  number 
of  grains  on  ears  of  corn  after  counting  grains  in  one  row  and  the  number 
of  rows.  Blue  ribbon  for  largest  ear.  Reading  and  writing  numbers  to  trillions. 
Read  and  write  such  numbers  as  6,006,  6,006,006,  6,006,006,006;  275,  275,275, 
275,275,275,  etc.  Practice  reading  and  writing  large  numbers  given  in  newspaper 
and  magazine  articles. 

Solve  many  practical  problems  involving  measurement.  How  many  hills, 
three  grains  each,  will  the  various  ears  plant?  How  many  weeks  in  the  year 
1919?  Calculate  area  of  window  panes,  blackboards,  floors,  etc.  State  dimensions 
in  integers.  Show  by  divided  rectangles  or  by  paper  folding  that  ^  =  %,  J/3  = 
%,  Yi  =  yi2,  etc.  Similarly  show  that  ^4  ^  %  —  3/i2  =  V16  —  %o,  etc. 
Write  series  of  equivalent  fractions  for  }i,  ^,  ^4,  etc.  Teach  the  term  multiple 
and  note  that  the  new  denominator  is  always  a  multiple  of  the  given  denominator. 

Fourth  Month. 

Teach  form  of  long  division  using  divisors  less  than   13.     Write  quotient 
over  dividend,  thus : 
196 

4)784 
4 

38 
36_ 

24 
24 

In  stating  this  problem  let  it  be  concrete ;  as.  Four  men  together  weigh  784 
pounds,  what  is  the  average  weight  ?_  Show  how  to  find  averages  and  calculate 
average  age,  average  weight  of  pupils  in  class,  average  noon  temperature  for 
the  week,  etc. 

Show  by  diagram  that  ^  of  a  yard  and  J^  of  a  yard  may  both  be  changed 
to  equivalent  fractions  having  the  same  fractional  unit,  and  then  added.  Add 
pairs  of  fractions.  Teach  the  term  factor  as  related  to  a  composite  number 
and  resolve  all  composite  numbers  up  to  30  into  pairs  of  factors.  Show  how 
these  factors  are  related  to  dimensions.    Add  mixed  numbers. 

Teach  reduction  of  fractions  by  dividing  both  terms  by  a  common  factor. 
Teach  method  of  finding  width  of  a  rectangle  by  dividing  the  whole  number 
of  unit  squares  by  the  number  in  one  row  along  the  base. 

Fifth  Month. 

Long  division  by  12,  13,  14,  16.  Use  table  of  12s  in  dividing  by  12.  Show 
that  the  quotient  figure  when  dividing  by  13  differs  but  little  from  the  quotient 
figure  when  dividing  by  12.  Make  use  of  tables  o'f  7  and  8  when  dividing  by 
14  and  16.  At  first  use  dividends  that  give  small  quotient  figures,  i,  2,  3  or  4. 
Develop  meaning  of  the  word  volume  and  build  of  inch-cubes  rectangular  solids 
whose  volumes  are  8,  12,  16,  18,  20,  24,  27,  30  cubic  inches  respectively.  Note 
that  the  solid  is  composed  of  layers,  the  layers  of  rows,  the  rows  of  cubes. 
Compute  volume  of  chalk  box,  schoolroom,  etc.  Table  of  cubic  measure,  cubic 
inch,  foot  and  yard. 

Reduce  compound  numbers — gallons,  quarts,  pints;  yards,  feet,  inches; 
dollars,  dimes,  cents,  to  lowest  denomination.  Teach  the  reverse-  process  in 
each  case.  Compare  with  reduction  of  fractions.  Add  compound  numbers  and 
mixed  numbers.    Note  the  likeness  between  the  two  processes. 

Distinguish  prime  factor  from  factor  and  write  the  prime  factors  of  all 
numbers  to  30.  Note  the  relation  between  the  prime  factors  of  30  and  the 
dimensions  of  the  solid  whose  volume  is  30. 


HOME  GEOGRAPHY — FOURTH  YEAR.  Ill 

Sixth  Month. 

Long  division  by  20,  21,  22,  30,  31,  32,  40,  41,  42,  etc.  (There  are  as  many 
20s  in  176  as  there  as  2s  in  17.)  Divide  by  19,  18,  17.  (ig  is  nearly  20.  Use 
table  of  9s  when  dividing  by  18.)  Give  a  large  part  of  the  month  to  long  di- 
vision.    When  beginning  a  series  of  divisors  as  80,  81,  82  review  the  table  of  8s. 

Factors  of  composite  numbers  to  50.  Multiplication  of  fractions  by  integers. 
Subtraction  of  fractions  and  mixed  numbers.  Give  many  oral  problems  in 
fractions  involving  denominate  numbers. 

Seventh  Month. 

Long  division  by  any  two-place  divisors.  Find  average  weight  of  entire 
school ;  average  age  in  years,  months,  and  days.  This  will  involve  addition 
and  division  of  compound  numbers  but  ought  not  to  prove  too  difficult.  Par- 
tition of  mixed  numbers  when  numerator  after  reduction  is  a  multiple  of  the 
divisor  as  Yi  of  7^.  Compare  this  with  division  of  compound  numbers.  Teach 
and  compare  multiplication  of  mixed  numbers  and  multiplication  of  compound 
numbers.    Compare  both  with  the  process  in  6  times  43. 

Show    that    5X6  =  6X5;      27  X  84  =  84  X  27 ;    .  525  X  6  =  6  X  525 ;    etc 
Use  this  form  in  finding  the  answer  to  such  a  question  as,  What  is  the  cost 
of  456  pairs  of  shoes  at  $4  a  pair? 
456 
4 

1824 
The  cost  is  456  X  $4  =  $1824. 

Factors  of  numbers  to  70.  Make  out  plan  for  school  garden  or  home  gar- 
den.   Calculate  area  of  plots  and  calculate  number  of  seeds,  plants,  etc.,  needed. 

Eighth  Month. 

Continued  practice  in  long  division.  Measurement  of  compound  numbers; 
e.  g.,  2  lb.  4  oz.  of  beet  seed  will  plant  how  many  rows  if  each  row  requires 
3  oz.  ?  Measurement  of  integers  by  fractions.  8  quarts  of  milk  will  till  how 
many  bottles  each  holding  ^  of  a  quart?  Prime  factors  of  numbers  70-100. 
Give  problems  involving  the  various  operations  with  integers  and  fractions. 
The  formal  processes  are  easily  forgotten.  They  must  be  fixed  by  repetition. 
Drill  to  obtain  speed  and  accuracy  given  as  standards  for  this  grade  by  Courtis 
tests  or  other  tests. 


HOME  GEOGRAPHY. 

Introduction. 

A  leading  geographer  has  defined  geography  thus :  "Geography  is  the 
interpretation  of  the  earth's  surface  and  its  climate,  and  their  relation  to  life." 
Such  an  interpretation  must  begin  in  the  home  locality.  The  facts  of  the  sur- 
face and  climate  of  the  immediate  locality  are  to  be  gathered  by  direct  observa- 
tion of  teacher  and  pupil,  interpreted  in  class  exercises,  and  their  relation  to 
plants,  animals,  and  people  discovered. 

In  addition  to  a  study  of  the  home  locality,  the  topic  "A  Study  of  People," 
in  each  month  gives  a  glimpse  into  the  home  life  of  the  children  in  ten  widely 
different  regions  of  the  earth,  and  furnishes  a  basis  for  comparison  of  home 
conditions  elsewhere,  with-  those  of  our  own  region. 

To  accomplish  the  work  as  outlined  it  is  necessary  for  two  kinds  of  study 
to  be  carried  on  throughout  the  year. 

1.  Direct  observation  of  natural  phenomena  of  the  immediate  neigh- 
borhood, record  of  the  observations,  and  their  interpretation. 

2.  Reading  nature  stories  to  aid  in  interpreting  the  observational 
work,  and  reading  stories  of  life  in  distant  lands  to  obtain  information 
concerning  the  people  of  the  ten  regions  studied. 


112  HOME  GEOGRAPHY — FOURTH   YEAK 

Topics  by  Months. 

I.     Rain.    Weather.     Sun  and  Directions.     Tlie  Arab. 
II.     Work  of  Water.  The  Moon.  Continued  Work.  The  American  Indian^ 

III.  Soil.     Crops.     Continued  Work.     The  Swiss. 

IV.  Seasons    of    the    Year.      Influence    of    Winter.      Continued    Work. 
Eskimo  and  Lapp. 

V.     Work  of  Frost.     Planets  and  Stars.     Continued  \\'ork.     The  Dutch. 
\'l.     Snow  and  Ice.     Stars  and  Directions.     Continued  Work.     Japanese 
and  Chinese. 

\TI.     Spring  and   Its  Influence.     Constellations   and   Bright    Stars.     Con- 
tinued Work.    The  African  Negro. 

\TII.  Field  Lessons.  Transportation  in  Home  Locality.  Continued  Work. 
The  Filipino. 

First  Month. 
I.— Rain. 

1.  Recent  rains,  condition  of  the  earth  at  present. 

2.  Three  ways  that  rain  may  leave  the  place  where  it  falls :  run  into 
streams ;  sink  into  the  ground ;  evaporate. 

3.  Fate  of  the  rain  after  dry  weather;  in  very  rainy  weather;  when  the 
ground  is  frozen. 

4.  Relation  of  rain  to  wells,  springs,  streams,  floods. 

5.  Location  of  wells  on  farms ;  wells  for  city  water. 

6.  Streams  and  lakes  for  city  water. 

7.  Water  supply  for  school. 

8.  Reasons  for  care  in  water  supply  for  home  or  school. 

9.  Value  of  rain  to  people. 

10.  E.xperiments :  to  illustrate  evaporation  in  cool  and  in  warm  air ;  in 
calm  and  in  windy  air;  to  illustrate  the  sinking  of  water  in  clay,  sand,  gravei 
placed  in  glass  jars  for  observation. 

II. — The  We.\ther. 

1.  Its  ever-presence. 

2.  Terms  to  indicate  kinds  of  weather, 

3.  How  determine  which  term  to  use. 

4.  Thermometer,  wind  vane ;  use  of  each ;  smoke  as  a  wind  vane. 

5.  Temperature  of  air  at  night,  morning,  mid-day,  evening;  in  shade,  in 
sun;  regular  changes;  unexpected  changes. 

6.  Daily  weather  observation  and  record  at  opening  of  school  for  20 
consecutive  school  days ;  arrange  columns  for  date,  hour,  temperature,  wind 
direction,  state  of  sky,  rain  or  snow  since  last  observation,  amount  of  rain  or 
snow,  condition  of  roads,  remarks. 

7.  Summary  of  weather  record  with  evident  relations  discussed. 

III. — The  Sun  and  Directions. 

1.  Importance  of  sun  to  people;  day  and  night;  work  and  sleep;  warmth 
and  cold ;  clouds  and  sunshine. 

2.  Direction  of  sunrise  with  changes  of  direction  to  be  noted  during  year. 

3.  Direction  of  sunset  with  changes. 

4.  Direction  of  sun   from  zenith  at  noon. 

5.  Direction  toward  sun  during  the  forenoon ;  during  afternoon. 

6.  Frequent  reference  during  the  year  to  direction  of  sun  at  different 
times  of  day. 

7.  How  to  tell  direction  by  sun. 

8.  Occasional  rapid  drill  on  the  eight  directions  in  space. 

g.  Height  of  selected  vertical  object;  length  and  direction  of  shadow 
during  forenoon,  at  noon;  during  afternoon;  relation  of  direction  of  shadow 
to  direction  of  sun. 

10.  Incidental  but  definite  teaching  throughout  the  year  of  directions  in 
space  in  relation  to  direction  of  sun  and  direction  of  shadows  at  all  hours  of 
the  dav. 


HOME   GEOGRAPHY — FoLKPH   YEAR.  113 

II.  Sun  record  to  be  filled  in  two  or  three  times  each  montn  of  school  3 ear; 
arrange  columns  for  :  date,  time  of  rising,  direction  of  rising,  time  of  setting, 
direction  of  setting,  length  of  day,  height  of  selected  vertical  object,  length  of 
its  shadow  at  noon,  sun  higher  or  lower  than  at  previous  observation. 

IV. — A  Study  of  People  :  The  Arab. 

1.  Stories  of  Arabian  life. 

2.  Location  by  direction  and  distance  from  our  home. 

3.  Climate. 

4.  The  Arab  and  his  flocks. 

5.  Kind  of   food,  clothing,  shelter,  compared  with  ours. 

6.  Method  of  obtaining  food,  clothing,  shelter,  compared  with  ours. 

7.  Advantages  of  the  Arab's  methods  to  him. 

8.  Home  life  of  an  Arab  family:  social  customs;  work;  activities  of  the 
children. 

Second  Month. 
I. — Work  of  Water. 

1.  Review  of  rain  as  outlined  for  first  month'. 

2.  Field  lessons  in  locality  of  school  necessary. 

3.  The  "run-off"  gathered  into  streamlets. 

4.  Formation  of  small  gullies. 

5.  Work  of  water  on  bare  fields  and  on  grass-covered  fields. 

6.  Formation  of  valleys,  of  brooks,  creeks,  rivers ;  size  and  appearance  of 
each ;  pictures. 

7.  Flow  of  water  in  stream;  in  center;  along  sides;  around  curves;  over 
rapids ;  in  flood. 

8.  Materials  earned  by  stream  :  mud,  sand,  gravel. 

9.  Work  of  water  that  soaks  into  the  ground  ;  that  evaporates. 

10.  Water  work  of  advantage  to  people. 

11.  Water  work  occasionally  destructive. 

12.  Several  field  lessons  to  develop  clear  ideas  of :  valley,  creek,  river, 
stream  bed,  slope  or  fall,  bank,  current,  rapids,  waterfall,  river  system,  drainage 
basin,  divide,  tributary,  main  stream,  delta,  ox-bow  curve,  island,  bay  or  gulf, 
strait,  cape,  peninsula,  isthmus. 

13.  Field  studies  related  to  pictures  and  descriptive  matter  in  books. 

II. — The  Moon. 

1.  Four  phases  of  moon  observed  and  memorized:  new  moon,  first  quarter, 
full  moon,  last  quarter  or  third  quarter.     Use  almanac. 

2.  Moon  to  be  observed  in  broad  daylight  as  well  as  at  night. 

3.  Direction  of  "horns"'  with  reference  to  sun. 

4.  Entire  moon  outlined  at  new  moon  on  account  of  earth-shine  on  moon. 

5.  Length  of  time  from  new  moon  to  new  moon  as  given  in  almanac. 

6.  Moon  and  month. 

7.  Changing  position  of  moon  with  reference  to  sun  on  account  of  moon's 
revolution  around  the  earth  each  month. 

8.  Changing  shape  of  lighted  portion  of  moon  due  to  revolution  around 
the  earth. 

9.  Movement  across  sky  east  to  west  due  to  daily  rotation  of  earth  from 
west  to  east. 

10.  Monthly  revolution  of  moon  from  west  to  east,  same  direction  as  earth's 
rotation,  but  much  slower. 

11.  Daily  observation  of  moon  for  one  month;  use  an  evening  hour  between 
new  moon  and  full  moon ;  morning  hour  between  full  moon  and  ne.xt  new 
moon;  almanac  for  reference. 

12.  Record  of  observations :  date,  hour,  state  of  sky,  direction  to  moon, 
distance  above  horizon,  shape  by  drawing,  phase,  remarks. 

13.  Summary  of  observations. 

14.  Myths  and  stories  of  the  moon. 


'  ^4  HOME  GEOGRAPHY— FOURTH  YEAR. 

HI.— Continued  Work. 

IV.-A  Study  of  People  :   The  American  Indian. 

1.  The  Indian  as  the  native  American 

2.  Mode  of  life  in  forest,  prairie    desert 

4.    eSs' «'agricufc'"'  °'  *■=  ''"""'■•  "^hoO^  °'  ^Pt"-  ^"d  value. 
J-    I:"?/'',  fo'hins.  shelter  compared  with  ours. 

,.    Stories 'o/in'ornMS  '""  ^°"^'  ^"='°"=^  "°*  -"  P'^^  »'  children. 

8.    The  Indians  of  today. 

I.-The  Soil.  '^'"'^  '"»""'• 

k  iXi'rttTor.Lti  t's'uf  "'^ '  ^"'  ^"^  "^'" ^  "■"'^" ^  -"• 

3.  Importance  of  soil. 

4.  Value  of  agriculture  to  people  of  city  as  well  as  country 

or  hLu^°^"'"°"    °'    ^°''    ^^^"^    ^-k   P-^-les    and    deS^rplant    material. 

sary^to  f  i"s':tudV°'^  •"  '"'  '°'' '  ""'■'  '"' •'  '°^"=  ^--^-"^  -'' =  --Ples  neces- 

7.  Fineness  or  coarseness  of  soils. 

8.  Kinds  of  trees  or  crops  growing  in  different  soils 

soiIs%df''Sr;s7o:?v.'and  nTreiultf «  "  '''''  ""  *=  "■»"»'  ^nds  „( 

u.-  iiptH;;Uf ,„"tr  sr.fo7Voirt°tf^e?5  ^«;,---..   ,  ,  . , 

water;  st.r  vigorously;  watch  unti,  par.i'cl?s^tt ■seSed*L'd";a£  gLres 

soifgivflEfniTrop:?  cfr*e,':;;ffo;etrlfh°"f?r'r,?rwrelt>  T^^■■"■'  °' 
13.    Kinds  of  soil  in  school  district  and  vicinity.  "  schoolroom. 

II. — Crops. 

of  impor'ta'c'e.'''  '"'  °'  ^'""^^  ''"  ^^'^°°'  district  and  vicinity,  arranged  in  order 
2.     Kinds  of  soil  best  adapted  to  each  crop 
3-     Uses  of  each  crop. 

5':     ™psrd%^ntr^"'cr?p's":o^J  ''''  '''''''  ^^^^^  ^^^  P-vious  years. 

6.     Selhng  crops  at  local  market;  shipment;  final  use 
not  r'aisedloc^aH;?''"''"'  ''''''  "°^  '^'^'^  '"  ^^e  locality:  where  raised;  why 
ni. — Continued  Work. 

1.  Weather  and  sun  as  in  second  month 

2.  Observation,  discussion,  and  further  readinjr  ahnnt  ft.-  ^ 

required;  an  abiding  interest  in  the  moorto  be  cuftivated  "'  "°  '"'^'^ 

fV.— A  Study  of  People:  The  Swiss. 

1.  A  journey  to  Switzerland. 

2.  Its  picturesque  scenery. 

3.  Its  location  among  the  countries  involved  in  the  great  war 

4.  Influence  of  the  war  on  travel  in  Switzerland.^ 

^^^5.     The  Swiss  in  charge  of  United  States  interests  in  Germany  during  the 


HOMK  GEOGRAPHY — FOURTH   YEAR.  115 

6.  The  life  of  the  Swiss  in  normal  times;  the  mountains;  the  industries; 
the  activities  of  children  in  the  ordinary  life  of  the  people. 

7.  Stories  of  child  life. 

Fourth  Month. 
I. — Seasons  of  the  Year. 

1.  List  of  winter  months ;  spring  months ;  summer  months ;  fall  months. 

2.  Season  for  planting  corn;  cultivation;  husking 

3.  Season  for  sowing  wheat;  harvesting;  threshing. 

4.  Season  of  short  days  and  slanting  rays  of  sun;  long  days  and  steep  rays. 

5.  Why  long  days  and  steep  rays  produce  great  heat;  why  short  days  and 
slanting  rays  produce  cold. 

6.  Dates  of  shortest  day;  longest  day;  two  dates  of  equal  day  and  night. 

7.  Meaning  of  equinox ;  solstice. 

II. — Seasons  of  Southern  Hemisphere. 

1.  Compare  i,  2,  3,  of  I  with  Australia,  South  Africa,  and  Argentina. 

2.  Why  planting  and  harvesting  months  differ  in  different  regions. 

III. — Influence  of  Winter. 

1.  Fuel  required ;  amount  and  value. 

2.  Artificial  light;  kinds;  amount  compared  with  summer. 

3.  Sports  compared  with  summer. 

4.  Work  of  farmer,  coal  miner,  street  car  men,  railroads,  merchants,  and 
others,  compared  with  summer. 

5.  Provision  of  plants  for  winter :  wild  flowers,  trees,  garden  and  field  crops. 

6.  Provision  of  animals  for  winter :  domestic  animals,  wild  animals,  birds, 
snakes,  frogs. 

IV. — Continued  Work. 

1.  Constant  reference  to  present  weather  conditions. 

2.  Observation  and  record  of  sun  as  in  previous  months,  with  special  at- 
tention to  time  and  direction  of  sunrise  and  sunset;  noon  shadow  longest;  sun's 
altitude  lowest  of  the  year. 

3.  Attention  to  moon's  changes  and  its  appearance  in  the  sky  related  to 
observation  and  record  of  previous  months. 

V. — A  Study  of  People  :  The  Eskimo  and  Lapp. 
The  Eskimo. 

1.  Dependence  of  Eskimo  on  animals  for  food,  clothing,  and  tents ;  winter 
house  of  snow. 

2.  Seasons:  periods  of  continuous  day,  day  and  night;  continuous  night, 
day  and  night. 

3.  Hunting;  fishing. 

4.  Eskimo  dog  and  his  work. 

5.  Home  on  edge  of  sea  in  Greenland  and  North  America. 

6.  Work  and  play  of  children. 

7.  Stories  of  life  among  the  Eskimo. 
The  Lapp. 

1.  Home  in  Northern  Europe. 

2.  Dependence  on  reindeer  for  food,  clothing,  shelter. 

3.  Care  of  the  reindeer. 

4.  Family  life. 

5.  Stories  of  life  among  the  Lapps. 

Fifth  Month. 

I. — The  Work  of  Frost. 

1.  Freezing  temperature  indicated  on  thermometer. 

2.  Freezing  of  water  in  pan,  trough,  or  stream;  where  first? 

3.  Weight  of  ice  compared  with  water. 

4.  'Frost  as  frozen  vapor:  killing  frost;  advantages  and  disadvantages. 

5.  Effect  of  freezing  and  thawing  on  winter  wheat. 


Il6  HOME  GEOGRAPHY — FOURTH  YEAR. 

6.  Winter  sports  dependent  on  cold  weather. 

7.  Winter  work  helped  or  hindered  by  freezing. 

8.  Effect  of  freezing  and  thawing  on  roads. 

9.  Experiment :    to   illustrate   whether   water    expands   or   contracts   when 
freezing;  fill  bottle  with  water  and  permit  it  to  freeze. 

II. — Planets  and  Stars. 

1.  Relation  of  earth  to  che  sun. 

2.  Earth  as  a  planet. 

3.  Meaning   of   planet :    eight   planets,    four   easily   seen    from   the   earth — 
Venus,  Mars,  Jupiter,  Saturn. 

4.  Almanac  a  source  of  information   about  planets.     Locate  and  observe 
the  four  planets  during  the  year,  if  visible  in  the  evening. 

5.  Planets  do  not  twinkle. 

6.  Meaning  of  stars;  stars  twinkle. 

7.  North  Star;  Bi^  Dipper  with  the  Pointers. 

8.  Rising  and  settmg  of  planets  and  stars. 

9.  Northernmost  stars  always  above  our  horizon. 

10.  Star  used  to  determine  direction  at  night. 

11.  Relation  of  moon  to  earth;  of  other  moons  to  other  planets. 

12.  Movement  of  planets  among  stars. 

13.  Observation  necessary  to  satisfactory  results. 

14.  Stories  and  myths  about  the  planets  and  stars. 

III. — Continued  Work. 

1.  Weather  record   for  winter  month   to  be  kept   for  20  school  days  and 
summarized  as  in  the  fall ;  winter  weather  compared  with  fall  weather. 

2.  Observation  and  record  of  sun  as  in  previous  months;  interesting  dif- 
ferences appear. 

3.  Incidental  attention  to  the  moon  as  an  object  of  interest;   position  of 
moon  with  reference  to  planets  during  the  month. 

IV. — A  Study  of  People:  The  Dutch. 

1.  Location  of  Holland  with  reference  to  the  ocean;  with  reference  to  the 
nations  engaged  in  the  great  war. 

2.  Influence  of  the  war  on  Holland's  ordinary  activities. 

3.  The  windmills ;  the  dikes ;  the  canals ;  sports  connected  with  the  canals ; 
the  land  of  the  wooden  shoe. 

4.  Industries ;  characteristics  of  the  people. 

5.  Stories  of  life  in  Holland. 

Sixth  Month. 

I. — Snow  and  Ice. 

1.  Amount  of  snow  this  winter;  compare  with  last  winter. 

2.  Amount  of  water  obtained  by  melting  a  gallon  of  snow;  by  melting  a 
gallon  of  ice. 

3.  One  inch  of  rain,  about  as  much  moisture  as  one  foot  of  snow. 

4.  Influence  of  snow-cover  on  freezing  ground;  on  welfare  of  winter  wheat. 

5.  Rate  of  melting  on  south  side  of  building  compared  with  north  side; 
rate  of  melting  in  deep  woods  and  open  fields. 

6.  Uses  of  ice  in  winter ;  in  summer. 

7.  Natural  ice ;  artificial  ice ;  how  formed,  stored,  delivered  for  summer  use. 

8.  Icicles ;  favorite  places  of  formation ;  conditions  favoring  formation. 

9.  Winter  sports  connected  with  snow  and  ice. 

10.  People  of  the  world  who  have  never  seen  snow  or  ice. 

II. — Stars  and  Directions. 

1.  Value  of  accurate  knowledge  of  directions  to  traveler. 

2.  Necessity  of  being  able  to  find  directions  in  daytime  from  sun,  at  night 
by  stars,  in  cloudy  weather  by  compass. 

3.  North  Star  in  the  heavens;  find  it. 


HOME  GEOGRAPHY — FOURTH  YEAR.  1 17 

4.  Big  Dipper;  find  it;  number  of  stars;  shape;  position  early  in  evening 
and  late  in  evening;  early  next  morning;  in  different  seasons. 

5.  The  Pointers  in  Big  Dipper  always  leading  to  North  Star. 

6.  Use  of  Pointer  and  North  Star  to  travelers  on  land  and  sea. 

7.  Ability  to  tell  direction  by  Pointers  and  North  Star  to  be  developed. 

8.  Constellations :     Cassiopeia,    Orion,    Pleiades,   Taurus.     Locate   and   ob- 
serve for  further  study  next  month. 

9.  Stories  of  the  Stars. 

10.     Position  of  planets  in  evening  sky  compared  with  last  month. 
III. — Continued  Work. 

Weather,  sun  and  moon  to  be  observed  and  discussed  informally ;  develop 
ment  of  an  intelligent  and  an  abiding  interest  in  the  individual  pupil  more  im- 
portant than  formal  class  exercises. 

IV. — A  Study  of  People  :  Japanese  and  Chinese. 

1.  A  journey  lessoii  to  Japan  and  China;  route  to  Pacific  port;  the  ocear 
voyage  to  Honolulu  and  Yokohama. 

2.  Travel  in  Japan  and    China;    the    jinri^isha,    wheelbarrow,    river    and 
canal,  railroads. 

3.  Home  life  and  industries  of  Japan  and  China. 

4.  Climate  compared  with  ours. 

5.  Home  life,  customs,  sports. 

6.  Exchange  of  products  between  these  countries  and  United  States. 

7.  Why  friendly  relations  needed  among  nations. 

8.  Likenesses  and  differences  among  nations. 

9.  Stories  of  Japan  and  China  with  child  life  prominent. 

Seventh  Month. 

I. — Spring  and  Its  Influence. 

1.  List  of  spring  months  for  northern  hemisphere;  for  southern  hemisphere. 

2.  Increasing  warmth  related  to  length  of  day  and  steepness  of  sun's  rays. 

3.  Influence  on  snow,  ice  and  soil. 

4.  Migration  of  birds ;  swelling  of  buds ;  activity  of  animals. 

5.  Condition  of  winter  wheat;  of  fruit  trees. 

6.  The  farmer  and  his  work. 

7.  Order  in  which  crops  are  to  be  planted,  with  approximate  dates. 

8.  Adjustment  of  farmer's  time  to  crop-planting  requirements. 

9.  Necessity  of  good  farming  for  city  people  as  v*ell  as  for  country  people. 

10.  Gardens  in  country,  town  and  city ;  value  to  the  owners  and  cultivators. 

11.  Sports  of  spring  compared  with  those  of  other  seasons, 

12.  Dates  at  which  spring  sports  commence. 

II. — Constellations  and  Bright  Stars. 

1.  Location  of  North  Star  and  Big  Dipper  compared  with  last  month. 

2.  Definition  of  constellation. 

3.  Cassiopeia  in  the  Milky  Way;  locate  with  reference  to  North  Star  and 
Big  Dipper. 

4.  Orion  or  the  Mighty  Hunter,  the  brightest  constellation  in  the  winter  sky. 

5.  Sirius  or  the  Dog  Star,  the  brightest  star  in  the  sky,  always  following 
Orion. 

6.  Pleiades  or  the  Seven  Sisters,  a  beautiful  constellation  of  small  stars; 
locate  with  reference  to  Orion. 

7.  Taurus,  a  V-shaped  group  of  stars  with  one  very  bright  star,  Aldebaran, 
at  one  end  of  the  V ;  locate  with  reference  to  Orion  and  Pleiades. 

8.  Frequent  informal  discussion  of  direction  to  these  stars. 

9.  Emphasize  value  of  stars  in  determining  direction  at  night. 

10.  Association  of  directions  with  stars  of  great  value  when  one  travels  later. 

11.  Stories  and  myths  of  the  stars,  especially  the  constellations  named. 


Il8  HOME   GEOGRAPHY — FOURTH    YEAR. 

III. — Continued  Work. 

1.  Weather  record  for  a  spring  month  to  te  kept  for  20  school  days  and 
compared  with  the  previous  records  for  a  fall  month  and  a  winter  month. 

2.  The  sun ;  its  direction  and  its  altitude  at  noon  to  be  given  special  at- 
tention as  equinox  of  March  21  approaches  and  passes ;  record  for  sun  to  be 
filled  in  as  for  previous  months ;  compare  with  fall  record. 

3.  Observation  and  informal  discussions  of  moon  and  planets. 
IV. — A  Study  of  People:  The  African  Negro. 

1.  Location  of  region  to  be  studied;  its  climate. 

2.  Requirements  of  food,  clothing,  shelter,  compared  with  ours  and  with 
those  of  the  Eskimo  and  Lapp. 

3.  Home  life;  industries. 

4.  Stories  of  life  in  Africa. 

5.  How  the  Negro  came  to  America;  slavery  and  the  Civil  War;  im- 
portance of  the  Negro  in  the  industrial  life  of  the  United  States,  especially 
in  the  South. 

Eighth  Month. 
I. — Field  Lessons. 

1.  A  field  lesson  in  immediate  vicinity  of  school  for  study  of  miniature 
valleys,  drainage  basins,  work  of  water,  etc. ;  review  and  enlarge  upon  work 
of  earlier  months. 

2.  Trace  journey  of  flowing  water  from  school  grounds  to  limit  of 
observation,  then  to  the  ocean  through  all  streams,  giving  attention  to  direction 
and  distance. 

3.  A  visit  to  farm  in  the  vicinity ;  size,  boundaries,  dimensions,  arrangement 
of  buildings  and  fields,  crops  in  each  field  now  and  to  be  planted,  work  in 
progress  and  to  be  done  as  season  advances. 

4.  If  possible,  a  visit  to  a  factor  of  small  proportions:  reasons  for  location; 
buildings  and  machinery;  raw  materials;  processes;  finished  product,  uses, 
markets,  method  of  sale  and  of  shipment;  division  of  labor;  general  principles 
of  factory  work. 

II. — Transportation  in  Home  Locality. 

1.  Roads  of  the  neighborhood:  routes  to  various  towns,  distance  and  di- 
rection; relation  of  country  and  town,  their  inter-dependence  and  service  of 
each  to  the  other. 

2.  Automobile  routes :  name,  direction,  distance,  automobile  trips  by  teach- 
er and  pupils. 

3.  Markets  for  farm  products  :  creamery,  local  grocery,  homes,  town  ele- 
vator, live  stock  merchant,  method  of  delivery;  final  destination;  railroad 
routes  to  large  city  marl^ts. 

4.  Railroad  journeys  of  teachers,  pupils,  or  friends;  actual  journeys  traced, 
giving  direction,  distance,  cost,  points  of  interest. 

in. — Continued  Work. 

1.  Observation  and  informal  discussion  of  weather,  sun,  moon,  stars, 
planets.  Growth  of  trees  and  other  vegetation ;  animals,  human  activity  of  the 
locality. 

2.  Work  of  year  to  develop  a  keen,  individual  interest  in  the  annual  cycle 
of  the  home  environment;  seasonal  changes  of  sun,  weather,  plant  activity, 
animal  life;  the  response  of  living  forms  to  the  changing  conditions  of  a  year; 
adaptation  of  plants,  animals,  and  peoples  to  fit  their  natural  surroundings. 

IV. — A  Study  of  People  :  The  Filipino. 

1.  The  Spanish-American  War  of  1898  and  its  results. 

2.  How  the  Philippines  became  LInited  States  Territory. 

3.  The  Filipino  people  and  our  interest  in  them. 

4.  American  teachers  in  the  Philippines ;  the  schools. 

5.  A  journey  lesson  to  the  Philippines;  direction,  distance,  land  travel, 
ocean  voyage  in  detail  as  to  time,  direction,  distance,  method  of  travel. 

6.  A  land  without  snow,  ice,  or  frost. 

7.  Stories  of  life  among  the  Filipinos. 


WRITING — NATURE-STUDY  AGRICULTURE — FOURTH   YEAR.  IIQ 

WRITING. 

Place  Emphasis  on  : 

1.  Correct  position. 

2.  Correct  drill  movements. 

3.  Application  of  movements  to  words  and  sentences. 

Give  Instruction  in  : 

I.     Controlled  letter  drills. 
Special  Directions  : 

1.  Counting  by  pupils  in  Grades  IV,  V,  and  VI,  is  of  great  importance. 
Individual  pupils  should  be  taught  to  count  aloud,  also  the  whole  clasa  in  unison. 

2.  The  children   should   be   taught   to   analyze   the   letters   and   words   and 
they  should  be  given  sufficient  drill  and  review  in  this  analysis. 


NATURE -STUDY  AGRICULTURE. 

ALTERNATION— The  Fourth  Year's  work  in  Nature-Study  should  be  taught  the  school 
year  of  1919-20  and  each  alternate  year  thereafter,  alternating  with  the  Third  Year's  work 
which  should  be  taught  the  school  year    191 8-1 9   and  each  alternate  year  thereafter. 

First  Month. 

Garden — Reports  of  home  gardens.  Special  study  of  two  flowers,  Cali- 
fornia poppy  and  nasturtium;  of  different  types  of  beans. 

Climbing  Plants — Comparative  study  of  morning  glory  and  sweet  pea 
or  other  tendril  bearing  climber.  What  advantage  in  the  climbing  habits  to 
plants?     In  what  way  are  climbing  plants  useful  to  us? 

Study  Plant  of  Sorghum  or  Sugar  Cane — Leaves,  stems,  head,  where  the 
sugar  is  stored.    Make  syrup. 

Insects — Study  tomato  worm  or  other  large  caterpillars.  Put  in  cages, 
feed  and  watch  changes.     Keep  in  school  room  until  it  goes  into  the  pupa  stage. 

Make  Plans  for  Garden  Day  Exhibit. 

Hand  Work — Press  flowers  and  leaves  of  flowering  plants  studied  and 
make  booklet.     Cut  letters  for  cover.     Chart  of  sugar  cane. 

Second  Month. 

Trees — Pod  bearing  trees;  locusts,  red  buds,  coffee  bean;  bark,  leaves,  fruit, 
seeds,  uses. 

Insects — Home  making  insects;  bees,  wasps,  ants,  where  they  make  their 
homes,  food,  value  to  man.  List  of  flowers  that  bees  like  to  visit.  Story  of 
how  honey  is  made.  The  comb.  Watch  for  flying  ants,  capture  some  and  keep 
in  bottles  for  study.     Start  ant  colony. 

Bulbs — Study  of  tulip  bulb.  Plant  a  tulip  bed  out  of  doors.  Other  good 
bulbs  to  plant — daffodils,  crocus,  scilla. 

Weeds — Special  observation  of  burdocks ;  comparative  study  of  other  seed 
stickers.     Review  seed  flyers,  rollers,  and  floaters  of  third  year. 

Hand  W'ork — Chart  of  pods  and  seeds  of  trees  studied.  Chart  of  seed 
stickers. 

Third  Month. 

Life  in  Water — Study  of  gold  fish  or  other  small  fish  in  school  room.  Fish 
found  in  vicinity  of  school.  Fish  in  the  market,  souice.  Value  of  fish  as  food. 
Winter  habits. 

Bulb  Forcing — Plant  bulbs  out  of  doors  for  blooming  in  the  spring.  Grow 
narcissus  and  Chinese  lily  in  water  in  school  room. 

Barnyard  Fowls — Kinds,  habits,  uses  and  values  of  each.  Special  study 
of  the  turkey  in  connection  with  Thanksgiving;  origin  of  domesticated  form; 
peculiar  traits,  care.     Thanksgiving  market. 

Health  Studies — List  of  games  played  in  fall.  Playground  apparatus ; 
swing,  teeter,  slide. 

Hand  Work — Collect  pictures  of  fish  and  make  booklets.  Draw  and  color 
gold  fish.     Make  a  booklet  of  barnyard  fowls. 


12C  NATURE-STUDY   AfRICULTU' '^ — FOURTH   YEAR. 

Fourth  Month. 

Wild  Mammals — Study  rabbit  and  squirrel.  Habitat,  habits,  food,  uses. 
Other  wild  animals  of  this  and  other  lands.  Methods  of  exterminating  harmful 
mammals ;  distinguish  gnawers  and  flesh  eaters.  How  do  these  animals  spend 
the  winter.     Wild  animals  of  the  circus.     Fur  bearing  mammals,  value  of  fur. 

Birds — Special  study  of  the  crow.  Keep  list  of  other  winter  birds.  Put 
out  food  for  them. 

Health  Studies — The  human  teeth,  anticipated  in  study  of  mammals ;  kinds, 
structure,  care ;  temporary  and  permanent  teeth  ;  the  work  of  the  dentist ;  effect 
of  bad  teeth  upon  health.  Use  of  teeth  in  preparing  food.  Importance  of 
thorough  chewing.     Keeping  teeth  clean.    Use  of  toothpicks,  dental  thread. 

Food — Make  lists  of  vegetable  foods,  animal  foods,  mineral  (salt,  iron,  etc.) 
water.  Discuss  source  of  each.  What  are  good  things  for  children  to  eat? 
School  lunches.  How  to  eat ;  slowly,  chewing  thorougly,  eat  at  regular  times, 
eat  candy  just  after  meals. 

Hand  Work — Make  booklet  of  pictures  of  wild  mammals.  Cut  animals 
of  the  circus  and  paste  in  book  or  on  chart.  Collect  small  pieces  of  different 
kinds  of  fur  used  for  collars,  muffs,  etc.     Make  rabbit  trap. 

Fifth  Month. 

Evergreen  Trees — Identification  of  different  kinds,  if  available;  uses  of 
each ;  habit  of  growth ;  shedding  of  leaves ;  cones ;  seeds.  W'inter  aspect  of 
trees  studied  in  the  fall. 

Health  Studies — Pure  water.  Simple  study  of  water  supply  of  home  and 
school.  Sources  of  water.  Review  rain  storm.  Uses  of  water  in  bathing, 
cleansing  homes,  in  laundry.  Drinks  that  are  good  for  children.  Drinks  that 
should  be  avoided.  Form  habit  of  drinking  plenty  of  water  between  meals  as 
well  as  during  the  meal.     Breathing  practices.     Breathe  through  nose. 

Dangers  of  Ftr-^s — How  fires  may  be  prevented.  Use  of  fire  department. 
How  treat  burns. 

Hand  Work — Make  chart  of  evergreen  trees. 

Sixth  Month. 

Health  Studies — Muscles ;  movements,  uses ;  relation  of  bones  to  muscles. 
Good  positions  in  standins.  sitting,  walking.  See  physical  training.  Necessity 
of  forming  good  habits  while  young.  Practice  an  erect  carriage  of  body.  Exer- 
cise;  necessity;  time;  place;  kinds;  practice;  effects  of  alcohol  upon  bones 
and  muscles. 

Hygiene  of  Feet — Bones  and  parts  of  the  foot.  Care;  desirability  of  free 
motion  of  the  toes.  A  good  shoe.  Leather — kinds,  sources,  methods  of  prepara- 
tion, various  uses,  values,  care  of  leather. 

Hand  W^ork — Collect  pictures  to  show  good  postures. 

Seventh  Month. 

Garden — Plan  the  home  gardens  and  discuss  what  seeds  to  plant.  Study 
seed  catalogues.  Grow  radish  and  lettuce  for  early  market  or  home  consumption. 
Choose  several  different  kinds  to  determine  the  most  desirable.  Underground 
parts  of  plants  used  for  propagation — bulbs,  tubers,  roots.  Study  onion  as  a 
type;  sets,  seeds,  bulbs,  top  onions. 

Plant  cotton  seeds  in  flower  pots  indoors  to  transplant  later. 

Watch  development  and  growth  of  tulips  planted  in  the  fall.  Simple  study 
of  parts  of  the  flower.  Compare  other  plants  grown  from  bulbs  :  daffodils, 
crocus,  etc.    Gooseberry  and  currant — habits  of  growth,  buds,  thorns,  flowers,  etc. 

Hand  Work — Collect  from  old  seed  catalogues  and  mount,  pictures  to  show 
different  varieties  of  vegetables  studied. 


PHYSICAL   TRAINING — FOURTH    YEAR.  121 

Eighth  Month. 

Trees — The  elm  tree  (maple  or  oak  as  alternative)  ;  study  of  twig  at  time 
of  bud  opening;  distinguish  flower  bud,  and  twig  bud;  follow  development; 
kinds  of  elm  (maple  or  oak);  uses  of  wood;  historic  elms  and  oaks;  calendar 
of  a  typical  tree. 

Birds — Keep  a  list  of  birds  with  date  and  place.  Note  nesting  places. 
Form  Audubon  Society. 

Wild  Flowers — Study  of  tw-o  or  three  types ;  Jack-in-the-pulpit,  hepatica, 
violet,  wild  ginger,  etc.     Preservation  of  wild  flowers. 

Garden — Make  plans  for  vacation.  Plant  beets,  parsnips,  and  other  bi- 
ennials for  fall  study.  Set  out  some  roots  of  beets  and  turnips,  to  produce  seeds. 
Plant  two  kinds  of  beans,  string  and  Lima. 

Hand  Work — Make  a  bird  booklet. 


PHYSICAL  TRAINING. 

See  General  Directions — Third  Grade. 

Place  emphasis  on  posture.  Increase  speed,  and  secure  better  form  in 
movements  done  singly  on  command.    Type  of  games  the  same  as  in  third  grade. 

First  Month. 

Lesson  I — l.  Review  good  gymnastic  sitt.  pos.,  taking  fundamental  st.  pos., 
march,  mark,  time,  fac.  r.  and  1.  2.  Hip  grasp  close  st.  b.  b.  o.  h. — S.  3.  (i) 
Arm  rais.  sidew.  with  quick  knee  bend,  (heels  off  floor) — R.  (2)  Close  st., 
arm  bend.  upw.  with  heel  rais. — R.  4.  Hip  grasp  st.,  stoop,  (touch  hands  to 
floor) — S.  5.  Run  in  place. — 12  cts.  6.  Follow  step — S.  Later — R,  7.  Hip 
grasp  stride  st.,  b.  b.  o.  h. — S. 

Lesson  H — i.  (i)  Hip  grasp  st.,  alt.  foot  plac.  forw. — R.  (2)  Fac.  1.  and 
r.,  90  degrees.  2.  Cross  (a)  st.,  chest  rais. — S.  3.  Grinding  corn — R.  4.  Bend 
St.,  arm  stret.  upw. — S.  Later  R.  5.  Hip  grasp  close  st.,  s.  b.  o.  t. — S.  6. 
Hip  grasp  st.,  jump.  forw. — S.     7.  Waking  up  in  the  morning. — S. 

Games — Garden  Scamp,  Prisoner's  Base,  All  up  Relay.  Ryhthmic  Play — 
Vineyard. 

Second  Month. 

Lesson  HI — i.  Quick  arm  changes  between  hip  grasp  st.  and  cross  (a) 
St. — S.  2.  Hip  grasp  head  twist  st.,  b.  b.  o.  h. — S.  3.  (i)  Forw.  bend  of  arms 
with  heel  rais. — R.  (2)  Review  striking  the  anvil — R.  (See  3rd  grade).  4. 
Hip  grasp.  St.,  stoop.— R.  5.  Hip  grasp  st.  stride  jump — 10  cts.  6.  Follow 
touch  step  1. — R.     Stride  St.,  West  Point  breath. — S. 

Lesson  IV — i.  High  stepping  horses.  (Knee  pulled  to  right  angles;  slow 
rhythm  used.  (2)  Quick  facings,  45  degrees,  90  degrees.  Cross  (a)  st.,  b.  b. 
o.  h. — S.  3.  Churning  (bend  arms,  grasp  churn  handle,  bend  knees  (as  in 
stooping),  push  handle  down;  stand  erect) — R.  4.  Arm  flingmg  forw. — S.  5. 
Hip  grasp  st.,  knee  bend.  upw. — S.  Later  R.  5.  Run,  two  rows  around  one 
row  seats,  run  in  place  at  seats  and  halt  on  2  cts.    6.  Bend  st.,  b.  b.  o.  h. — S. 

Games — Three  Deep,  Corner  Spry,  Last  Couple  Out.  Rhythmic  Play — 
Trixie  Polka. 

Third  Month. 

Lesson  V — i.  March  serpentine  fashion;  fac.  90  degrees.  180  degrees.  2. 
Bend  close  st..  b.  b.  o.  h. — S.  3.  Bend  close  st.,  arm  stret.  downw.  with  heel 
rais. — R.  4.  Arm  bending  and  stret.  sidew.  and  downw. — S.  Later  R.  5.  Hip 
grasp  St.,  f.  b.  b.  o.  t. — S.  6.  Stride  jump  with  side  fling  or  arms — 10  cts. 
7.  Balance  step. — R.    8.  Arm  rais.  sidew.  with  deep  breath. — S. 

Lesson  VI — i.  Hip  grasp  stride  st.,  alt.  toe  rais. — R.  2.  Cross  (c)  St., 
b.  b.  o.  h. — S.  3.  Hip  grasp  walk  (b)  st.,  heel  rais. — R.  4.  Bend  st.,  slow  arm 
stret.  upw. — S.  S-  Hip  grasp  stride  st.,  alt.  trunk  twist. — S.  6.  Hip  grasp  St., 
jump  on  toes  with  slow  rhythm. — R.     7.  West  Point  breath. — S. 


122 


PHYSICAL    TRAINING FOURTH    YEAR. 


Games— Arch  Ball.  Pupils  choose  games.  Rhythmic  Play— Hansel  and 
Gretel. 

Fourth  Month. 

Lesson  VII— Hip  grasp  st.,  alt.  foot  plac.  forw.  outw.— S.  Later  R.  2. 
Cross  (a)  Walk  (b)  st.  b.  b.  o.  h.— S.  3.  Hip  grasp  St..  heel  rais.  and  knee 
bend.  (4ct.  movement)— S.  Later  R.  4.  Reach  st.,  arm  part.— S.  Later  R. 
S.  Bend  st.,  stoop.— R.  6.  Hip  grasp  ^  St.,  hopping  8  cts.  on  each  foot— R.  7. 
Arm  rais.  sidew.  to  cross   (d)  St.,  with  deep  breath.— S. 

Lesson  VIII— i.  Hip  grasp  st.,  foot  plac.  backw.  1.  and  r.— S.  2.  Hip 
grasp  St.,  chest  rais.  with  heel  rais.— S.  3.  Scooping  leaves— R.  4.  (l)  Quick 
changes  between  hip  grasp  st,  bend  st.,  head  grasp  st.  cross  (a)  St.— S.  (2) 
Arm  bend,  and  stret.  upw.  and  downw.— S.  Try  R.  5.  Cross  (c)  stride  St., 
f.  b.  o.  t.— S.  Hip  grasp  st,  stride  jump— 12  cts.  7.  Follow  touch  step  II— R.' 
8   Cross  (a)  st.,  deep  breath. — S. 

Games— Still  Pond,  Birds  Fly.  Review  Rhythmic  Play.  Gustaf's  Skoal. 
Review. 

Fifth  Month. 

Lesson  IX— i.  (i)  Plac.  of  hands  on  hips  with  alt.  foot  plac.  sidew.— R. 
(2)  Fac.  90  degrees.  180  degrees.  2.  Bend  st,  slow  arm  stret.  downw.  with 
breath.— S.  3.  Cross  (a)  st.  arm  fling  sidew.  with  heel  rais.— R.  4.  Hip 
grasp  St.,  leg  fling  sidew.— R.  5.  Hip  grasp  st.,  jump  in  place— S.  6.  West 
Point  breath. — S. 

Lesson  X— i.  Hip  grasp  st.,  two  step— R.    2.  Head  grasp  st..  b.  b.  o.  h.— S. 

3.  Review  grinding  corn— R.  4.  Hip  grasp  st.  knee  bend,  upw.— R.  5.  Jump, 
forw.  with  forw.  fling  of  arms— S.  6.  Follow  touch  step  III— R.  7.  Hip 
grasp  St.  heel  rais.  with  deep  breath. — S. 

Games— Dodge  Ball  I,  Vaulting  seats.     Rhythmic  Play— Ribbon  Dance. 

Sixth  Month. 

Lesson  XI— i.  Bend  st.,  alt.  foot  plac.  sidew.— R.  2.  Cross  (a)  close  st, 
alt  head  twist.— S.  Bend  walk  (b)  st,  heel  rais.— R.  4.  Reach  st.,  arm  fling 
hpw.— S.  Later  R.  5.  (i)  Hip  grasp  st,  f.  b.  o.  t.— S.  (2)  Cross  (c)  close 
St..  s.  b.  o.  t.— S.  6.  Run  around  one  row  of  seats.  7.  Balance  Touch  step  I— R. 
8.  Bend  st,  slow  arm  stret.  upw.  with  deep  breath. — S. 

Lesson  XTI— i.  Hip  grasp  close  st.,  heel  rais. — R.  2.  Head  grasp  close 
St.,  b.  b.  o.  h. — S.  3.  Bend  st..  arm  stret.  sidew.  with  quick  icnee  bend.— R.  4. 
Arm  bend,  and  stret.  upw.  and  downw.— S.  Later  R.  5.  Bend  stride  st.,  f. 
b.  o.  t.— S.  6.  Hip  grasp  ^  st,  (left  foot  raised  behind),  hopping  four  times 
on  each  foot  with  quick  changes  r.  and  1.— R.  7.  Arm  rais.  forw.  with  deep 
breath.— S. 

Games— Bears  and  Cattle.  Pass  Ball  Relay.     Rhythmic  Play— Go  from  Me. 

Seventh  Month. 

Lesson  XIII— i.  (i)  Review  march.,  halt.  etc.  (2)  Hip  grasp  st,  touch 
step  sidew.  and  forw.     2.  Cross   (c)    walk   (b)   st.,  b.  b.  o.  h. — S.     3.  Bend  st., 

heel  rais.  and  knee  bend. — R.    4.  Arm  fling,  forw.  upw.  and  forw.  downw. r'. 

5.  Cross  (a)  st.,  f.  b.  o.  t. — S.  6.  Run  serpentine  fashion.  7.  Balance  touch 
step  II.— R.    8.  Cross  (c)  st.,  arm  rotation  with  deep  breath. — S. 

Lesson  XIV— i.  Arm  bend.  upw.  with  alt.  ft.  pi.  sidew.— S.  Later  R.  2. 
Head  grasp  close  st.,  arm  rotation  with  b.  b.  o.  h. — S.     3.  Review  churning— R. 

4.  (i)  Hip  grasp  st,  f.  d.  b.  o.  t— S.  (2)  Hands  clasped  in  back.  alt.  knee 
bend,  upw.— R.  5.  Hip  grasp  st.,  jump,  on  toes  with  foot  place  forw.  and 
backw.— R.     6.  Head  grasp  stride  st.,  b.  b.  o.  h. — S. 

Games— Sticks.     Rhythmic  Play— Rufty  Tufty.     Pupils  choose. 

Eighth  Month. 

Lesson  XV — i.  Unexpected  facings  90  degrees.  180  degrees.  2.  Cross  (c) 
St.,  arm  rotation  with  breath.— S.     3.  Hip  grasp  ^  hook   (a)    st.  pos.     4.  Arm 


READING — rIFTH    YEAR.  123 

bend  and  stret.  upw.  and  downw. — R.  5.  Cross  (a)  stride  St.,  trunk  twist. — S. 
6.  Hip  grasp  st.,  jump  on  toes  (slow  rhythm — quick  rhythm).  7.  Balance  touch 
step  III— R.    8.  West  Point  breath.— S. 

Lesson  XVI — i.  Bend  st.,  alt.  ft.  plac.  forw. — R.  2.  Cross  (a)  st.,  arm 
fling,  sidew.  with  breath. — S.  3-  Furling  sail.— R.  4.  Arm  circumduction  (2 
cts.)— R.  5.  Hip  grasp  st.,  leg  fling,  sidew. — R.  6.  Hip  grasp  ^  st.  (left  foot 
raised  backw.),  hopping  on  each  foot  twice  with  quick  changes — 16  cts.  7. 
Head  grasp  st.,  b.  b.  o.  h.  (breath) — S. 

Games — Bag  Pile,  Cross  Tag,  Potato  Race.    Rhythmic  Play — Lottie  is  Dead. 


FIFTH  YEAR. 


Text-Books — Fourth  Reader,  Language  Book,  Elementary  Arithmetic, 
Elementary  Geography,  Physiology,  Speller. 
Reading — Fourth   reader.  Physiology    and    Hygiene — Elementary 

Spelling — Words     from     lessons,      English  work. 

derivations,  etc.,  or  speller.  Geography — Elementary  Geography. 

Language — Composition,   punctuation,   study  General  Exercises — Music,  Drawing,   Mor- 

of  poems   and   pictures.  als  and   Manners  Household   Arts. 

Arithmetic — Measures,    common    fractions,  Nature-Study — Clovers,       biennials,       fiber 

elementary   percentage.  plants,    buds. 

Writing — Movement    exercises.      Forms    of  Physical     Training — Posture,    Movements, 

letters.  Games. 


READING. 

Text — Fifth  Reader  as  Adopted  by  Board  of  Directors. 

The  teacher  in  the  upper  grades  (fifth-eighth)  understands  that  the  methods 
used  in  presenting  reading  must  be  quite  different  from  those  used  in  the 
lower  grades.  As  was  pointed  out  in  the  outline  for  the  previous  year,  the 
child's  power  to  say  words  is  a  constant  stimulation  to  acquiring  the  skill 
of  recognizing  them,  in  the  lower  grades.  But  by  the  time  he  comes  to  the 
fifth  grade  he  can  probably  read  more  rapidly  to  himself  than  he  can  aloud. 
Hence,  if  it  is  thought  he  is  after  he  prefers  to  read  silently.  This  suggests 
the  following :  first,  a  change  in  the  relative  time  given  to  silent  and  oral 
reading;  second,  a  change  in  the  methods  of  presentation.  Some  maintain  that 
four  or  five  times  as  much  time  should  be  given  to  silent  reading  as  to  oral. 
This  conclusion  is  reached  on  the  theory  that  the  children  are  not  to  read 
aloud  in  after  years  and,  hence  don't  need  such  training.  They  are  going  to 
read  silently  and  should  be  instructed  in  the  process.  But  such  a  radical  dif- 
ference of  time  as  that  mentioned  suggests  three  important  points :  first,  most 
of  the  other  studies  of  the  curriculum  afford  practice  in  silent  reading;  second, 
the  appreciation  of  literature  depends  not  a  little  upon  a  cultivated  ear  sense; 
third,  that  oral  reading  may  be  made  high  in  educative  values. 

The  teacher  ought  frequently  to  find  out  how  the  pupils  are  studying  the 
subjects  which  they  get  by  reading.     This  will  help  the  silent  reading. 

It  may  be  safely  said  that  most  of  our  great  literature  sounds  well  when 
read  aloud— that  is,  if  well  read.  It  reaches  us  not  only  through  its  thought, 
its  figures,  its  logic,  but  also  through  its  rhythm,  its  tone-color.  Oral  reading 
should  include  ear  training. 

Merely  to  pronounce  words  fluently  is  of  little  value  in  education.  No 
growth  comes  of  it,  at  least  after  the  mechanical  side  is  mastered.  But  if  a 
sentence  is  presented  in  two  or  more  ways  to  the  pupil  and  he  is  asked  to 
discriminate  when  the  difference  is  difficult  but  vital — well,  here  is  mental 
discipline.     Upon  such  the  mind  will  grow. 

The  reading  hour  should  serve  two  purposes :  first,  the  pupil  is  to  be  trained 
to  get  the  thought  accurately  from  the  page,  to  select  that  which  is  important, 
to  test  statements  by  experience,  to  relate  properly  the  coordinate  and  sub- 
ordinate parts;   second  to   arouse  the  pupil's   appreciation   of   literature.     For 


124  READING — FIFTH    YEAR. 

the  latter  purpose  the  teacher  must  herself,  in  preparing  the  lesson,  feel  the 
beauty  and  truth  of  the  selection,  must  feel  its  reality  and  live  in  it  herself 
before  she  can  gain  for  it  a  sympathetic  response  from  the  children. 

Silent  Reading. 

The  outline  is  still  to  be  used  and  may  now  be  made  quite  full,  indicating 
the  subordinate  points  as  well  as  the  leading  topics. 

The  lesson  may  be  much  longer  than  for  oral  reading.  Definite  assign- 
ment of  points  to  be  covered  should  be  made.  This  should  include  frequent 
references  to  books  aside  from  the  text.  At  first  give  the  page  and  perhaps 
the  paragraph ;  at  least  make  it  as  easy  as  possible  for  the  pupil  to  find  the 
passage  referred  to.  He  should  be  held  to  account  for  this  the  same  as  any 
part  of  his  work.  By  having  different  children  look  up  different  topics,  or 
having  them  read  what  different  authors  say  on  the  same  topic,  lively  dis- 
cussion may  be  provoked — profitable  because  of  the  self-activities  it  arouses. 
For  enlarging  the  pupil's  vocabulary,  for  giving  him  fresh  thoughts  and  a  feel- 
ing for  literary  expression,  the  teacher  may  ask  questions  that  require  the 
pupil  to  answer  in  the  words  of  the  author;  thus,  he  may  be  asked  to  give 
the  words  that  describe  Robin  Hood,  The  Pied  Piper,  or  Rip  Van  Winkle. 
What  things  show  that  Rip  is  shiftless?  That  he  is  likeable?  let  the  child 
select  a  picture  in  the  lesson  and  tell  what  he  sees  it  in. 

For  suggestions  dealing  with  new  words  see  dictionary  work. 

Oral  Reading. 

The  division  of  this  outline  into  silent  and  oral  reading  does  not  mean  that 
both  types  of  reading  can't  be  used  in  the  same  recitation.  The  purpose  in 
dividing  is  to  suggest  that  the  two  are  to  be  taught  with  methods  peculiar  to 
each,  and  to  lay  emphasis  that  the  two  are  very  different  in  purpose  and 
result.  The  teacher  may  well  ask  herself  frequently,  "Why  do  I  have  the 
pupil  read  aloud?    Would  the  end  be  reached  better  by  silent  reading?" 

In  order  that  a  pupil  may  see  readily  the  value  of  skill  in  oral  reading  it 
is  well  to  use  humorous  selections.  This  is  true  for  two  reasons :  first,  much 
of  our  humor  will  depend  on  the  "turn"  made  in  reading;  second,  when  the 
sentence  is  read  correctly  it  strikes  home  and  the  response  of  feeling  is  evi- 
dence that  something  has  really  been  accomplished.  The  lofty  emotions  are 
not  so  easily  stirred  and  selections  embodying  them  are  much  more  difficult 
to  read.  For  instance,  a  sentence  like  the  following  might  be  used  when  study- 
ing grouping  (incidentally,  it  is  a  good  illustration  for  one  use  of  the  comma)  : 
the  man  was  tall  and  dark  haired  and  skinned  and  crafty.  The  sentence  may 
not  be  very  elegant  even  when  correctly  punctuated  and  read,  but  proper  group- 
ing certainly  makes  some  improvement — a  change,  which  a  class  will  recognize 
and  appreciate. 

Continue  the  memorizing  of  such  selections  or  parts  of  selections  as  appeal 
to  the  children.  This  will  aid  in  enlarging  the  vocabulary,  in  giving  a  feeling 
for  rhythm  and  truth  of  expression,  and  in  giving  for  permanent  keeping 
new  and  rich  thoughts  to  become  a  part  of  the  pupil  and  unconsciously  have 
bearing  on  his  life.  It  is  one  way  of  getting  literature  by  heart  in  a  truer 
sense.  Sometimes  the  teacher  may  ask  the  pupil  to  repeat,  without  preparation, 
the  lines  he  can  remember.  He  may  be  able  to  repeat  more  than  he  is  at 
first  conscious  of  remembering  and  he  will  enjoy  the  exercise.  This  memoriz- 
ing should  never  be  given  just  because  children  should  have  something  to  do. 
and  it  is  a  cheap  and  easy  way  to  supply  it.  That  is  to  reduce  it  to  the 
dignitv — or  rather  the  indignitv — of  what  one  county  superintendent  calls 
"junk". 

Greater  interest  in  the  reading  as  literature  and  greater  naturalness  in  ex- 
pression will  be  gained  if  the  children  are  permitted  to  express  in  action  the 
story  they  read.  The  literature  of  the  fourth,  fifth  and  sixth  grades  is  well 
adapted  for  dramatization.  But  even  if  the  "parts"  of  the  story  are  not 
divided  up  for  different  pupils,  encourage  each  to  throw  himself  into  his 
reading.     Gesture,  which  will  help  the  pupil  to  give  thought  and  feeling,  is  one 


READING — FIFTH    YEAR.  12"; 

of    the    best    features    gained    through    dramatizing.      Have    the    gesture    even 
without  the  dividing  of  "parts". 

Give  occasional  exercises  in  sight  reading  of  easy  material. 

Punctuation. 

The  child  should  now  know  that  punctuation  marks  are  used  to  help  ex- 
press the  meaning.  By  selecting  sentences  carefully  the  difficulties  of  the  use 
of  the  marks  may  be  revealed  and  mastered.  It  is  better  to  teach  this  sub- 
ject in  this  way  than  to  leave  all  to  composition  or  to  learn  rules  governing 
the  marks. 

The  Use  of  the  Dictionary. 

I.  Divisions  of  the  Book. 

1.  Introduction.     In  most  editions  this  includes 

a.  A  guide  to  pronunciation. 

b.  Rules  for  spelling. 

c-  Abbreviations  used  in  the  book. 

2.  Body — the  main  part.     This  is  made  up  of  an  alphabetically  ar- 
ranged list  of  words.     The  information  given  is: 

a.  Spelling. 

b.  Pronunciation. 

c.  Classification. 

d.  Derivation  and  history. 

e.  Meaning.     This  is  given  by 

(a)   Definition. 
{b)   Synonym. 

(c)  Picture  or  illustration. 

(d)  Use  in  a  sentence.     This  in  large  editions  only. 

3.  Supplement   or   Appendix.     This   varies   in   different   editions,   but 
it  usually  contains  : 

a.  Geographical  and  biographical  names. 

b.  Foreign  words  and  phrases  frequently  used  in  English 
literature. 

c.  Abbreviations  used  in  writing  and  printing. 

II.  What  v/ill  not  be  Found  in  the  Book  : 

1.  Plurals  of  nouns  if  made  according  to  the  common  rules. 

2.  Past  tenses  if  formed  by  adding  ed. 

3.  Derivatives   easily   formed. 

4.  Comparatives  and  superlatives  of  adjectives  regularly   formed. 

III.  Learning  to  Use  the  Dictionary  : 

I.     Locating  words. 

o.  Fix  the  place  of  certain  letters. 

(a)   M — middle  of  the  book, 
(t)   D — half  way  between  M  and  first  page. 
{c)   S — half  way  between  M  and  end  of  book. 
b.  Catch-words  at  top  of  pages.     Note  that  these  give: 
(a)   First  word  on  page 
{b)   Last  word  on  page. 
3.     Pronouncing  words  : 

"    a.  Review  phonic  work  and  apply. 

b.  Refer  to  key  given  in  introduction  and  at  bottom  of  page. 

c.  Note  that  the  dictionary  substitutes  sometimes  when  there 
is  a  mark  by  v\hich  the  sound  might  be  indicated;  e.  g.  caret  0 
for  broad  a  fwalk — wok). 

d.  Note  that  when  a  root  word  is  marked  it  is  not  marked 
again  in  its  derivative^  :  e.  g.  float,  floating  (the  "float"  is  marked 
in  the  first  case  but  not  in  the  second ;  hence,  the  pupil  must 
often  look  back  for  the  first  use  of  the  root  before  he  will 
find  the  marking.) 


T26  SPELLING — FIFTH    YEAR. 

e.  li  z  dictionary  is  used  which  gives  two  sysiems  of  mark- 
ings the  pupil  must  be  taught  where  to  look  for  that  which  he 
will  understand. 
3.     Getting  the  meaning  of  words. 

a.  The  meaning  of  prefixes  and  suffixes  should  be  learned. 

b.  The  classification   should  be  noted    (this   for  seventh  and 
eighth  grade). 

c.  Note    the    relation    of    accent    to    meaning.      (Study    such 
words  as  concert,  conznct,  export,  accent,  transfer). 

d.  Discriminate  various  synonyms. 

e.  Study  illustrations  (pictures  and  diagrams). 

/.  In  the  large  edition  note  the  use  in  a  sentence. 

General  Suggestions  : 

1.  Practice  finding  words  in  class.  The  dictionary  is  to  become  a 
familiar  tool. 

2.  Each  child  should  own  his  own  book  if  possible.  He  should 
study  its  whole  make-up  to  see  just  what  his  edition  contains. 

3.  A  school  should  own  a  large  dictionary  and  several  smaller 
editions.  For  the  country  school  ten  or  twelve  academic  or  secondary 
school  editions  are  better  than  one  large  edition,  if  choice  has  to  be 
made  between  the  two. 

4.  Select  the  edition  according  to  the  experience  of  the  child. 


SPELLING. 


ALTERNATION — The  work  in  spelling  for  the  fifth  and  sixth  years  is  arranged  for 
alternation.  During  the  school  year  1918-19  teach  fifth  year  spelling;  during  1919-20  teach 
sixth  year  spelling  and  so  continue  to   alternate  the   work   of  the   two   years. 

Spelling  and  Dictionary  Work 

Emphasis  should  be  placed  on  Dictionary  Work  and  Phonics  during 
at  least  one  day  a  week  in  the  fifth  year.  Within  the  first  half  of  the 
fifth  year  pupils  learn  to  find  words  quickly  and  interpret  abbreviations 
and  diacritical  marks  as  they  appear  in  the  respellings  to  indicate 
pronunciation.  Pupils  should  use  the  dictionary:  (1)  for  mastering 
difficult  words  of  all  lessons  of  the  month;  (2)  as  an  aid  in  learning  to 
pronounce  words  frequently  mispronounced;  (3)  for  finding  synonyms 
of  the  words  prescribed  and  for  discriminating  homonyms — the  trouble- 
some little  words  that  are  pronounced  alike  but  spelled  differently. 

For  the  two  hundred  words  to  be  pronounced,  it  is  recommended  that 
each  pupil  keep  a  Dictionary  Notebook  in  which  to  copy  neatly  the 
words  in  script  and  their  respellings  to  indicate  pronunciation. 

A  Dictionary  Is  Indispensable 

The  dictionary  in  the  hands  of  the  pupils  is  the  first  consideration — 
one  not  to  be  overlooked  by  any  teacher  who  would  realize  the  aim  of 
this  course. 

Phonics  and  Dictionary  Work 
Fifth  Year 

During  the  fifth  year  pupils  should  be  taught  how  to  find  words  in 
the  dictionary  and  how  to  pronounce  them. 

Every  pupil  in  the  fifth  grade  and  above  it  should  have  a  dictionary 
of  his  own.  A  fifth  grade  pupil  following  this  course  of  study,  but 
without  a  dictionary,  is  greatly  handicapped;  the  dictionary  is  his  text- 


SPELLING — FIFTH    YEAR.  127 

book.  Relatively  few  parents  include  a  dictionary  in  the  school 
equipment  of  their  children,  but  they  would  do  so  if  the  need  of  one 
were  made  plain  to  them.  As  a  precautionary^  measure  the  teacher 
should  tell  her  pupils  what  kind  of  a  dictionaiy  to  buy.  That  is  to  say, 
the  pupil  should  be  given  the  exact  title  of  the  dictionary  that  is  adapted 
to  his  needs.  In  every  case  the  teacher  should  see  to  it  that  the  diction- 
ary recommended  for  purchase  is  in  harmony  with  the  textbooks  in 
general  use. 

Teach  Pupils  to  Find  Words  Quickly 

"No  facility  means  little  use.  At  the  outset  give  a  speed  test  in 
finding  words  and  follow  this  with  similar  tests  about  once  a  month. 
Such  a  list  as  the  following  will  serve  the  purpose.  Use  the  first  ten 
words  with  fifth  and  sixth  grade  pupils  and  all  of  them  with  grades 
higher  up.  These  words  are  frequently  mispronounced  because  the 
accent  is  wrongly  placed.  The  main  purpose,  however,  in  having  the 
words  looked  up  is  to  test  each  pupiVs  speed  in  finding  words.  In- 
cidentally he  may  observe  the  accent  and  indicate  it  as  he  hurries  from 
one  word  to  another.  The  tests  may  be  taken  in  school  or  at  home, 
each  pupil  keeping  his  own  time. 

Train  your  upper  grade  pupils  to  locate  these  twenty-five  words  in 
the  dictionary  in  eight  minutes,  or  at  the  rate  of  about  three  words  per 
minute:  address,  recess,  idea,  violin,  horizon,  opponent,  dessert, 
mustache,  discourse,  exquisite,  recourse,  lyceum,  comparable,  inventory, 
romance,  harass,  pretense,  formidable,  robust,  hospitable,  ally,  lament- 
able, despicable. 

Alphabetic  Arrangement 

Teach  that  the  alphabetic  arrangement  extends  to  the  ends  of  the 
words.  Give  pupils  words  to  copy,  each  on  a  separate  slip  and  arrange 
alphabetically.  Such  words  as:  observe  and  observation,  measure  and 
measurement,  proposition  and  proposal  are  suitable  for  the  purpose. 

Guide  Words 

Teach  the  use  of  the  "guide  words,"  also  called  "index  words"  and 
"catch  words,"  which  are  in  large  type  at  the  top  of  each  page  of  the 
dictionary.  They  are  a  great  convenience  in  locating  words.  By 
deftly  manipulating  the  upper  corners  of  the  leaves  with  the  fingers 
while  observing  the  guide  words  one  may  find  any  word  without  opening 
wide  the  dictionary  more  than  twice. 

Helpful  Facts 

While  the  middle  of  the  alphabet  is  between  m  and  n,  the  middle  of 
the  dictionary  falls  in  k  or  I.  The  end  of  the  first  quarter  is  in  d,  of  the 
third  quarter  is  in  r.  Many  words  begin  with  s,  c,  and  p;  few  with  x,  z, 
y,  q,  k,  j;  five  times  as  many  begin  with  s  as  with  x,  y,  z,  d,  and  k  together. 

Abbreviations  and  Arbitrary  Signs 

Teach  the  meanings  of  the  abbreviations  and  arbitrary  signs  used  in 
the  dictionary  to  which  your  pupils  have  access.  As  a  rule,  explana- 
tions of  abbreviations  and  signs  immediately  precede  the  vocabulary  of 
the  dictionary. 


SPELLING — FIFTH    YEAR. 


Phonics  and  Pronunciation 

Teach  pupils  how  to  pronoi'nre  words  irarlced  diacritically.  This 
cannot  be  done  mcideiitaUy;  a  s:''s+pipatic  rorrse  with  careful  planning 
and  much  drilling  is  needed.  The  essentials  of  such  a  course  are  as 
follows.  Teach  the  facts  in  the  order  here  indicated,  and  teach  them 
thoronghly. 

1.  The  diacritical  marks. 

Macron  (~),  modified  macron  ("),  breve  ("),  circumflex  (*),  tilde  ("), 
dots  above  and  dots  below,  dot  above  and  dot  below,  cedilla  ('),  Sus- 
pended bar  (■■),  cross  bar  (c). 

A  pair  of  dots  placed  above  the  second  of  two  vowels  to  show  that 
they  should  be  pronounced  in  separate  sylables  is  called  the  d^eresis: 
thus — preempt. 

2.  The  letters  which  are  marked  diacritically. 

These  are  the  vowels  a,  e,  i,  o,  oo,  u,  and  y;  five  consonants — c,  g,  n, 
s,  x;  and  the  digraphs  ch  and  th. 

3.  A  "key  word"  for  each  sound  represented  by  the  letters  marked 
diacritically.  Key  words  enable  pupils  to  arrive  at  the  correct  sound- 
value  of  the  phonic  symbols.  They  are  given  on  every  page  of  most 
dictionaries.  A  complete  list  of  them  may  be  found  in  the  following 
table  headed  "Guide  to  Pronunciation"  and  also  in  dictionaries  and  in 
some  spelling  books. 

4.  Table  of  Equivalents. 

By  comparing  the  round-values  of  the  different  symbols,  a  table  of 
equivalents  can  be  rrnde  easily.  It  includes  two  diphthongs  and  vowel 
and  consonant  sounds. 


SPELLING — FIFTH    YEAR. 


1 29 


GUIDE  TO  PRONUNCIATION 
Symbols  of  the  Vowel  Sounds  and  Their  Equivalents 


Name  of 

Key 

Equiv- 

Key 

Symbol 

Sound 

Words 

Name  of  Mark 

alents 

Words 

a 

'long  a" 

ale 

macron 

e 

they 

a 

'unaccented  a" 

senate 

modified  macron 

& 

'short  a" 

am 

breve 

a 

'medial  a" 

ask 

dot  above 

a 

'Italian  a" 

arm 

dots  above 

i 

'circumflex  a" 

care 

circumflex 

e 

where 

a 

'broad  a" 

all 

dots  below 

6 

order 

^ 

'like  short  o" 

what 

dot  below 

6 

not 

a 

'obscure  a" 

final 

italic  letter 

e 

'long  e" 

eve 

macron 

ee-i 

see,  valise 

e 

'unaccented  e" 

event 

modified  macron 

6 

'short  e" 

end 

breve 

§ 

'Hke  long  a" 

eight 

bar  below 

a 

fate 

e 

'tilde  e" 

fern 

tilde 

<X 

tirge 

e 

'circumflex  e" 

there 

circumflex 

a 

care 

e 

'obscure  e" 

absent 

italic  letter 

I 

'longi" 

Ice 

macron 

y 

fly 

I 

'short  i" 

ill 

breve 

y 

hymn 

I 

'tilde  i" 

girl 

tilde 

y 

myrtle 

i 

'like  long  e" 

police 

dots  above 

e 

me 

0 

'long  o" 

old 

macron 

6 

'unaccented  o" 

obey 

modified  macron 

6 

'short  o" 

odd 

breve 

a 

was 

6 

'circumflex  o" 

orb 

circumflex 

a 

all 

o 

'tilde  o" 

work 

tilde 

H 

<irn 

6 

'medial  o" 

soft 

breve-circumflex 

00 

'long  00 " 

food 

long  macron 

Q,  U 

do,  rude 

d6 

'short  00 " 

i&bt 

long  breve 

0,  u 

wolf,  put 

6 

'like  short  u" 

son 

dot  above 

A 

fun 

u 

'longu" 

use 

macron 

ew 

few  (u; 

u 

'  unaccented  u  " 

unite 

modified  macron 

u 

'short  u" 

up 

breve 

6 

son 

in 

'circumflex  u" 

urn 

circumflex 

e,  i 

term,  sir 

U 

'like  long  oo" 

rude 

dots  below 

00,  o 

boot,  move 

u 

'like  short  oo" 

full 

dot  below 

dt),  o 

f66t,  wolf 

oi 

diphthong 

oil 

unmarked 

oy 

boy 

ou 

diphthong 

out 

unmarked 

ow 

owl 

130 


SPELLING FIFTH     YEAR. 


MARKED  CONSONANTS  AND  DIGRAPHS 


Name  of 

Key 

Equiv- 

Key 

Symbol 

Sound 

Words 

Name  of  Mark 

alents 

Words 

€ 

"hardc" 

eat 

cross-bar 

k 

kite  ' 

5 

"soft  c" 

9ity 

cedilla 

s 

sit 

g 

"softg" 

gem 

dot  above 

J 

just 

n 

"nasal  n" 

ink 

bar  below 

ng 

sing 

s 

"sonant  s" 

has 

suspended  bar 

z 

zone 

X 

"voiced  x" 

exist 

suspended  bar 

gz 

exalt 

€h 

"like  hardc" 

chorus 

cross-bar 

k 

kind 

gh 

"like  sh" 

maghine 

cedilla 

sh 

ship 

ch 

"digraph" 

chain 

unmarked 

th 

"voiceless  th" 

thin 

unmarked 

^ 

"voiced  th" 

^in 

cross-bar 

Learning  the  Sounds 

After  a  thorough  mastery  of  what  is  comprehended  in  the  Guide  to 
Pronunciation,  including  the  table  of  equivalents,  pupils  must  learn  to 
recognize  and  produce  each  sound.  This  is  the  crucial  part  of  any  phonic 
system.  Much  drilling  is  needed.  You  should  contrive  to  make  the 
drill  work  interesting.  Give  pupils  practice  which  will  train  the  ear  to 
recognize  and  the  vocal  organs  to  produce  each  phonic  element  of  the 
English  language. 

General  Suggestions  For  Teaching  Spelling 

Two  questions  are  always  vital  to  a  teacher:  (1)  What  shall  I 
teach?     (2)  How  shall  I  teach  it? 

What  Words  to  Teach. 

Choose  familiar  words  which  are  difficult  to  spell.  Choose,  if  pos- 
sible, words  that  are  a  part  of  your  pupils'  written  vocabulary,  or  that 
must  ere  long  become  a  part  of  it.  Practical  spelling  for  any  one  is 
limited  to  the  words  he  uses  in  writing.  Furthermore,  the  spelling 
work  should  be  so  conducted  that  no  pupil  will  waste  time  on  words  he 
already  knows  how  to  spell. 

Provide  for  Both  Written  arid  Oral  Spelling. 

Do  this  and  your  pupils  will  use  all  of  the  senses  which  may  serve 
in  learning  to  spell — sight,  hearing,  muscular  sense  and  organs  of  speech. 
The  greater  the  number  of  senses  emploj^ed  in  learning  anything,  other 
conditions  being  equal,  the  more  likely  it  is  to  be  remembered.  School- 
room conditions  are  usually  more  favorable  for  WTitten  spelling  than  for 
oral.  The  majority  of  teachers  seem  to  place  a  low  estimate  on  oral 
spelling,  but  along  with  its  disadvantages  it  has  some  merits  that 
justify  its  practice,  at  least  for  a  part  of  the  time. 

Spelling  and  Memorizing. 

Learning  to  spell  is  almost  sheer  memory  work.  One's  recollection 
of  the  spelling  of  a  word  depends  upon : 

(1)  The  intensity  of  attention. 

(2)  The  length  of  time  the  image  is  held  in  mind. 


SPELLING — FIFTH    YEAR.  .  I3I 

(3)  The  frequency  of  repetition. 

(4)  The  recency  of  repetition. 

To  teach  spelhng  in  the  most  economical  way,  provide  for  the  use 
of  all  the  senses  named  above,  and  meet  all  the  conditions  for  memor- 
izing. 

Spelling  and  Correct  Pronunciation. 

In  oral  spelHng  the  word  should  be  pronounced  by  each  pupil  before 
he  spells.  In  written  spelling  it  may  be  done  by  the  pupils,  each  in  his 
turn,  at  the  time  of  the  assignment  or  at  the  outset  of  the  testing 
period.  Proper  pronunciation  is  an  important  factor  in  enabling  a 
pupil  to  remember  the  spelling  of  a  great  many  words.  A  pupil  who 
cannot  pronounce  a  word  correctly  is  very  likely  to  misspell  it. 

Pupils  Should  Give  Attention  to  Troublesome  Parts  of  'Words. 

Pupils  should  get  the  habit  of  studying  a  word  to  see  just  what 
parts  of  it  are  irregular,  or  non-phonetic.  They  should  try  to  answer 
the  question,  Why  is  that  word  in  the  list? 

Searching  out  the  troublesome  parts  of  words  and  concentrating 
attention  upon  them  is  the  very  essence  of  learning  to  spell,  and  the 
successful  teacher  cannot  neglect  to  have  this  done,  to  some  extent  in 
the  primary  grades,  and  to  a  gradually  increasing  extent  in  grades 
higher  up. 

Repetition  and  Variety  of  Exercises. 

Repetition  is  a  factor  in  memorizing,  and  variety  of  method  promotes 
interest.  After  words  are  studied  they  should  be  reviewed.  Review 
once  a  week  all  difficult  words  studied  within  the  week. 

The  Corrected-Word  Notebook 

No  matter  what  the  mode  of  spelling,  require  each  pupil  above  the 
fourth  grade  to  keep  a  list  of  words  he  has  failed  to  spell  correctly.  The 
class  should  use  a  uniform  notebook  for  this  purpose.  The  teacher 
should  be  the  custodian,  and  she  should  examine  these  notebooks  from 
day  to  day  to  see  that  the  words  are  written  correctly  and  with  suffi- 
cient care.  Occasionally,  instead  of  the  usual  lesson,  the  teacher 
should  pronounce  to  each  pupil  from  his  notebook  for  oral  spelling.  In 
schools  where  the  discipline  is  no  problem  pupils  may  pronounce  to 
one  another. 

Monthly  Examinations 

It  is  recommended  that  a  monthly  examination  in  spelling  be  given, 
especially  in  grades  above  the  fourth,  and  that  the  ranking  or  standing 
of  pupils  be  determined  by  these  examinations,  rather  than  by  the  daily 
recitations.  In  the  third  and  fourth  grades,  periodic  tests  may  also  be 
used  to  advantage,  the  period  of  time  being  shortened  to  two  weeks. 
The  impending  examination  has  a  stimulating  effect.  Pupils  study 
with  intent  to  remember,  and  review  frequently.  Then,  too,  the  daily 
recitation  in  spelling  should  be  devoted  to  teaching,  rather  than  to 
testing. 


132  .  SPELLING — FIFTH    YEAR. 

Spelling  Contests  Have  a  Time-Honored  Value  and  Interest 

After  the  first  fifty  or  one  hundred  words  which,  perhaps,  should  be 
written,  the  remainder  of  the  contest  should  be  oral.  The  oral  part  of 
the  contest  is  far  more  interesting,  and  quite  as  beneficial.  Three 
impartial  judges  should  be  seated  directly  in  front  of  the  contestants 
to  decide  doubtful  spellings  referred  to  them  by  the  pronouncer.  It  is 
a  stimulating  thing  for  teachers  and  pupils  to  look  forward  during  the 
year  to  township,  county,  and  state  contests. 

FIFTH  YEAR 

The  work  in  Spelling  and  Word  Study  for  the  fifth  year  may  be 
based  on  assignments  from  the  Spelling  Book  adopted  by  the  board  of 
education,  or  it  may  be  based  on  the  drill  work  outlined  below. 

First  Month 

1.  Pronounce  and  spell  useful  words  of  all  lessons  of  the  month  in 
reading,  language  and  other  studies. 

2.  Select  four  groups  of  words,  each  of  which  contains  one  of  the 
sounds  indicated  by  these  symbols:  a  in  state,  a  in  army,  a  in  grand, 
or  a  in  because. 

Write  pairs  of  antonyms: 

above,         best,  break,  cool,  cry. 

below,         worst,  mend,  warm,         laugh. 

4.  Use  each  word  correctly  in  a  sentence:  piece,  ought,  son,  steel, 
coarse,  berry,  all  right,  oar,  sail,  made. 

Second  Month 

1.  Pronounce  and  spell  practical  words  appearing  in  the  pupils' 
work  in  reading  and  other  subjects. 

2.  Select  four  groups  of  words  each  of  which  contains  the  sound  of 
e  in  each,  e  in  length,  I  in  prize,  or  i  in  dimmish. 

3.  Pronounce  and  spell  with  care:  area,  arrow,  Asia,  avenue,  bade, 
bacon,  battle,  bomb,  brakeman,  bicycle. 

4.  Use  the  following  homonyms  in  sentences:  bale,  capitol,  awl 
bury,  four,  eight,  know,  lesson,  through,  raise. 

Third  Month 

1.  Pronounce  and  spell  words  commonly  used  in  reading,  language 
lessons  and  other  studies. 

2.  Select  five  groups  of  words  each  of  which  contains  one  of  the 
sounds  indicated  by  the  following  symbols:  6  in  broke,  6  in  j611y, 
6  in  border,  oo  in  boot,  or  do  in  f  dt)t. 

3.  Pronounce  with  care:  bulk,  beneath,  brooch,  calm,  half,  sugar, 
sirup,  wheat,  cocoanut,  factor.  Consult  your  dictionary  for  the  pro- 
nunciation of  these  words. 

4.  Find  synonyms  for  each  of  these  words:  buy,  assist,  permit, 
shun,  annoy,  arrive,  relate,  commence,  reply,  erect.  Find  in  your 
dictionary  a  word  similar  in  meaning  to  each  of  these. 


SPELLING — FIFTH    YEAR.  133 

Fourth  Month 

1.  Pronounce  and  spell  words  appearing  in  the  textbooks  in  reading, 
language  and  other  studies. 

2.  Select  five  groups  of  words  each  of  which  contains  one  of  the 
sounds  indicated  by  one  of  the  following  symbols:  u  in  unit,  u  in 
under,  u  in  urn,  oi  in  oil,  ou  in  out. 

3.  Pronounce  with  care:  creek,  coral,  donkey,  many,  again, 
against,  forehead,  been,  pretty,  radish.  Consult  your  dictionary  for 
the  pronunciation  of  these  words. 

4.  Find  synonyms  for  each  of  these  words:  indolent,  occur,  lofty, 
entire,  design,  inquire,  fashion,  fertile,  fluid,  surface. 

Fifth  Month 

1.  Have  pupils  use  the  dictionary  for  information  about  difficult 
words  of  all  lessons  of  the  month  in  reading,  language,  and  other  studies. 

2.  Pronounce:  accept,  across,  address,  adult,  ally,  alUes,  another, 
aunt,  antarctic,  arctic,  apricot,  Arab,  architect,  ate,  athlete,  attacked, 
automobile. 

3.  Review  abbreviations  and  arbitrary  signs  found  in  your  dic- 
tionary. 

4.  SpelHng:  Review  lower  grade  vocabularies.  Follow  "General 
Suggestions  for  Teaching  Spelling." 

Sixth  Month 

1 .  Have  pupils  continue  the  use  of  the  dictionary  for  mastering 
difficult  words  in  reading,  language  and  other  subjects. 

2.  Pronounce:  banana,  baths,  because,  bedstead,  bleat,  bouquet, 
cafe,  cartridge,  partridge,  cereal,  chicken,  children,  chimney,  colonel, 
column,  comparable. 

3.  Give  synonyms:  abbreviate,  adhere,  annoy,  athletic,  careful, 
certain,  charity,  cheerful,  clever,  control,  correct,  courage,  crabbed, 
declare,  defeat,  delay,  destroy,  evade,  extent. 

4.  Have  pupils  spell  words  they  know  how  to  use.  See  under 
"General  Suggestions,"  "What  Words  to  Teach." 

Seventh  Month 

1.  Continue  the  use  of  the  dictionary  as  a  reference  book  for 
mastering  words. 

2.  Pronounce:  contrary,  cordial,  comely,  cupboard,  courteous, 
cowardice,  creek,  croquet,  daub,  deaf,  dessert,  district,  does,  drowned, 
elm,  engine,  ghost,  sewing,  whose. 

3.  Give  synonyms:  fertile,  friendly,  generous,  grateful,  handsome, 
honest,  improper,  proper,  pursue,  rare,  reckless,  restore. 

4.  Have  pupils  spell  words  they  know  how  to  use. 

Eighth  Month 

1.  Continue  the  use  of  the  dictionary  as  an  auxiliary  textbook  for 
mastei-ing  wc»-ds. 

2.  Pronounce,    and    do    not    omit    unaccented    syllables:    barrel, 


134  LANGUAGE  AND   COMPOSITION — FIFTH    YEAR. 

boundary,  difference,  every,  examination,  factory,  geography,  governor, 
history,  interest,  library,  memory,  physiology,  poetry,  really,  tedious, 
traveler,  vegetable. 

3.  Give  synonyms:  retire,  robust,  savage,  scheme,  shelter,  silly, 
solve,  subdue,  suitable,  support,  suppose,  terrible,  tiresome,  trouble, 
useful,  warning,  worthy,  yield. 

4.  Have  pupils  spell  words  they  know  how  to  use. 


LANGUAGE  AND  COMPOSITION. 

Read  Introduction,  pp.  39-42.  Read  outline  for  earlier  grades.  Remember 
that  every  lesson  is  a  lesson  in  oral  language,  and  that  every  thing  written  in 
any  class  is  a  piece  of  vi^ritten  language.  Insist  upon  the  same  standards  of 
correctness  in  all  classes. 

I.  Aims — Oral: 

1.  To  continue  to  train  pupils  to  talk  freely  to  the  class  about  such 
things  as  they  are  really  interested  in,  with  increasing  attention  to  definite 
subject,  and  logical  order  (Pupils  should  now  see  quite  clearly  what 
should  come  first,  what  next,  what  next,  etc.). 

2.  To  make  an  unnatural  tone  and  indistinct  utterance  noticeably  rare. 

3.  To  make  stringy,  indefinite  sentences,  joined  by  and's,  but's  so's 
and  then's,  noticeably  rare. 

4.  To  drill  the  pupils  in  certain  good  speech-habits. 

5.  To  continue  the  development  of  their  vocabulary, — with  especial 
reference  to  definite,  picturing  words.     (See  page  40) 

6.  To  increase  their  power  to  keep  present  and  past  time  straight, 
and  to  use  correctly  some  simple  past  tense  forms. 

7.  To  lead  the  pupils  to  see  the  value  of  details  in  making  what  they 
say  and  write  interesting.     (See  page  105) 

Written — To  train  pupils  : 

1.  To  write  a  short,  interesting  paragraph  of  clean-cut  sentences,  un- 
marred  by  misspelled  words  and  showing  ability  to  stick  to  the  point  and 
increased  power  of  orderly  arrangement. 

2.  To  be  satisfied  with  nothing  less  than  100  per  cent  in  the  techni- 
calities assigned  to  earlier  grades. 

3.  To  master  a  few  more  technicalities. 

4.  To  make  progress  in  writing  interesting  friendly  letters.  (See 
page  42) 

To  proof-read  and  correct  their  own  work  before  handing  it  in. 

II.  Kinds  of  Written  Work — Single  sentences;  short  paragraphs,  mainly 
narratives  (some  of  these  to  be  reproduction  of  stories  from  another  point 
of  view)  and  explanations,  with  some  descriptions  of  things  that  the  children 
are  really  interested  in;  dialogues,  dramatic  and  narrative  (See  page  104); 
friendly  and  business  letters.  (See  page  103) 

III.  Suggestive  Subjects  for  Composition.     -^See  page  102) 

IV.  Correction  of  Oral  and  Written  Work.     (See  page  42) 

Literature. 
The  four  very  different  stories  for  the  fifth  grade  provide  for  the  various 
tastes  that  the  children  are  beginning  to  develop,  and  touch  their  lives  in  many 
ways.  "Water  Babies"  and  the  King  Arthur  stories,  different  as  they  are,  both 
set  forth  ideals  of  chivalrous  conduct.  "Gulliver's  travels",  while  intended  to 
set  forth  the  faults  of  real  human  relations  as  in  a  distorting  mirror,  will 
probably  be  to  the  children  only  a  first  cousin  to  their  early  fairy  tales.  "The 
Arabian  Nights"  and  Radford's  "King  Arthur",  which  should  be  supplemented 
with  Howard  Pyle's  beautiful  edition,  are  especially  well  adapted  to  dramatiza- 


LANGUAGE  AND  COMPOSITION — FIFTH   YEAR.  135 

tion.  Fifth  grade  children  should  be  able  to  enjoy  reading  all  these  stories 
to  themselves  and  interpreting  what  they  see  as  they  read,  by  means  of  word 
pictures,  drawing  and  paintings,  acting,  and  oral  reading.  Do  not  let  the 
children  forget  the  stories  and  poems  that  they  have  already  learned.  For  the 
teaching  of  poetry,  see  page  44. 

Errors  of  Speech. 

Verbs — has  rang;  has,  have  wrote;  has,  have  took;  is  (are,  was,  were) 
froze.     Errors  in  the  use  of  may,  lie,  sit ;  the  present  and  past  of  rise,  run. 

Pronouns — It  was  me  (him,  her)  ;  which — when  used  for  persons,  except 
in  questions. 

Double  Negatives — didn't  go  no  place. 

Pronunciation — In  general,  failure  to  enunciate  final  g's,  t's  and  d's;  to 
pronounce  properly  short  e's;  a-sayin',  pin  (pen),  mischievious,  slep'  (slept). 
In  general  'em  for  them,  liberry  (library),  borry  (borrow). 

Miscellaneous — a  apple,  etc.,  have  got,  took  sick,  reads  good,  etc.,  some 
better.  , 

Technicalities  in  Writing. 

Capitals — For  the  words  East,  West,  etc.  when  naming  sections  of  the 
country;  for  the  names  of  companies  and  associations;  for  the  important  words 
in  the  title  of  a  composition;  not  for  the  names  of  seasons,  studies  (except 
those  derived  from  proper  nouns,  as  English),  and  diseases. 

Punctuation — Word :  Hyphen  to  separate  the  words  making  a  compound 
word.    Quotation :  Proper  punctuation  of  unbroken  quotation. 

Letter  Form — Business  letter.     (See  Helps  below.) 

Spelling — Plural  possessives  of  nouns  and  pronouns,  especially  theirs;  the 
fifteen  plural  forms  of  nouns  in  ves. 

Paragraph  Form — Narrative  dialogue.     (See  Helps  below.) 

Titles  of  Compositions — Proper  placing  and  capitalization. 

Subjects  for  Composition. 

A  conversation  between  the  maple  tree  and  the  elm ;  When  mother  let  me 
get  supper;  The  first  fish  I  ever  caught;  My  plan  for  saving  money;  What  the 
boys  did  on  clean-up  day;  If  I  were  king;  Seeing  a  circus  unload;  My  opinion 
of  Horatius;  How  I  found  Aladdin's  lamp;  A  Lilliputian  cow;  The  dragon 
fly  tells  his  story  to  Tom;  The  cat  as  seen  by  the  canary  bird;  How  I 
help  at  home. 

For  Dramatization — Stories  of  King  Arthur  and  His  Knights;  Some 
Stories  from  the  "Arabian  Nights";  Write  a  play  to  act  from  the  "Story  of 
All  Cogia." 

For  PiCTURiNr — Describe  the  pictures  you  would  like  to  have  painted  to 
illustrate  "The  Marriage  of  Arthur." 

From  Nature  Study — What  I  made  out  of  my  garden ;  How  I  war  against 
mosquitos ;  How  an  oak  tree  differs  from  an  ash ;  How  to  tie  a  certain  kind  of 
knot ;  How  to  escape  the  dentist's  forceps ;  Lemonade  versus  coffee ;  Ho\y  a 
soldier  cares  for  his  feet;  How  I  plan  my  garden;  When  the  sparrows  visited 
the  wren  house ;  Identifying  birds  by  their  actions ;  The  way  we  make  soap 
at  our  house. 

Letters — (See  Grade  III.)  The  wren  writes  a  letter  to  the  troublesome 
sparrow ;  Tom  writes  a  letter  to  Aladdin,  telling  his  latest  adventure  and  asking 
what  Aladdin  is  now  doing.  Aladdin  replies;  Gulliver  writes  his  wife  a  de- 
scription of  his  first  meal  in  Lilliput.  Write  a  letter  to  A.  G.  Spaulding  and 
Brothers,  147  Wabash  Avenue,  Chicago,  for  their  catalogue  of  athletic  goods; 
then  order  a  baseball  mit  and  bat. 

Standards  in  Written  Work. 
Old  Santa's  Aeroplane  Adventure. 

It  was  the  night  before  Christmas  and  every  little  child  was  in  bed  for  you 
know  Old  Santa  comes  then.  I  was  with  Santa  Claus  that  year.  There  wasn't 
any   snow   Christmas   Eve.     Wasn't   that  terrible?     I   thought   that   we   couldn't 


'36  LANGUAGE  AND  COMPOSITION — FIFTH    YEAR. 

go.     Santa  said,   "We  will   have  a  nice   ride  in  my   aeroplane."     I   clapped   my 
hands  and  said,  "That  will  be  better  than  riding  in  a  sleigh."     So  we  went. 

I  thought  we  were  going  to  the  sky,  but  Santa  knew  what  he  was  about. 
What  do  you  suppose  happened?  Santa  dropped  part  of  his  toys  accidentally. 
He  laughed  and  said,  "There's  plenty  left,  isn't  there?"  We  went  on  and  on. 
Finally  we  came  to  the  house  where  Tom  Coffin  lives.  Santa  went  down  the 
chimney,  which  made  me  laugh.  He  said,  "Be  quiet,  sir,  vou  will  disturb  Tom  " 
We  went  all  through  the  world  and  I  laughed  and  laughed  at  Santa  going  up 
and  down  the  chimneys. 

(This  is  longer  than  the  average  composition  for  this  grade  should  be.) 
ALTERNATION— Fifth   Year  Language   should   be   taught   the   school   year    1918-10  and 
each  alternate  year  thereafter:   Sixth  Year  language  should  be  taught  the  school  year   1919-20 
and  each  alternate  year  thereafter.  j  :/  y 

First  Month. 

Habits  of  Speech— Drill  on  errors  noted  for  earlier  grades,  as  needed,— 
especially  errors  in  the  use  of  may.  lie,  sit.  and  in  articulation  of  final  t's,  d's, 
^'j;  Add:  Rise,  raise;  "Rise  when  you  answer  a  question  in  class", — ^n'ever! 
"Raise  when  you  answer  a  question  in  class";  "John  rose  from  his  seat".— 
never,  "John  raised  from  his  seat";  "The  bread  sponge  rose  too  much";  "saving", 
—never,  "a-sayiii' " ;  "I  didn't  go  anyzvhere" ,—r\evtr ,  "I  didn't  go  no  place'". 

Technicalities  in  Writing — Those  noted  for  earlier  grades, — especially 
spelling  of  plural  of  nouns  in  y.  and  singular  possessives.  Add:  Title  of  compo- 
sitions, placing  and  capitalization. 

Stories— Water-Babies    (Kingsley). 

Poems— Sailor's  Song  (Thomas'  Lnvell  Bedoes),  *A  Sea  Dirge  (Shake- 
speare, from  "The  Tempest"),  The  Wreck  of  the  Hesperus   (Longfellow) 

Picture— Avenue  of  Trees— Hobbema. 

Second  Month. 

Habits  of  Speech — Add:  Run.  ran;  "]  ran  all  the  way  home  yesterday".— 
not,  "I  run  all  the  way  home  yesterday";  "It  was  I  (he,  she)  who  spoke",— not. 
"It  wa^  me  {him,  her)  who  spoke";  "The  hogs  are  in  the  pen",— not  "pin"; 
in  general,  the  proper  pronunciation  of  short  e's;  "mischievous"— r\o\ 
"mtschiez'iotis". 

Technicalities  in  Writing— Add :  Narrative  dialogue  (nnbroken  quota- 
tion),—the  proper  paragraphing,  capitalization,  and  punctuation  (See  page  135)  : 
spelling:  mischtez'ous. 

Stories — Water-Babies   (Kingsley). 

Poems— *The  Fountain  (Lowell),  An  Elegy  on  the  Death  of  a  Mad  Dog 
(Goldsmith),  Autumn  Woods  (Bryant),  The  Camel's  Nose  (Sigourney,  in 
Open  Sesame  I). 

Picture — Escaped  Cow—Diipre. 

Third  Month. 

Habits  of  Speech— Add  :  "The  bell  has  rung"— never,  "The  bell  has  rang" ; 
library", — never,  "liberry" ;  "slepf, — never,  "slep". 

Technicalities  in  Writing— Add  :  Capital  letters  for  the  names  of  com- 
panies and  associations;  spelling  of  plural  possessives  of  nouns  and  pronouns 
(no  apostrophe  in  ours,  yours,  theirs)  ;  their,  whose. 

Stories— King  Arthur  and  His  Knights  (Radford). 

Poems— The  Landing  of  the  Pilgrim  Fathers  (Hemans),  *The  One  Hun- 
dredth Psalm,  Horatius  at  the  Bridge  (Macaulev),  The  First  Snowfall 
(Lowell). 

Picture— Pilgrim  ExUes—Boughto,,. 

Fourth  Month. 

Habits  of  Speech— Add :  "I  have  written  mv  composition",— "John  has 
written  his",— never,  "has,  or  have  wrote";  "Mary  reads  zvell"  (also  other  acts), 
— not,  "reads  good";  "them". — not,  '"em",  in  general. 

Technicalities  in  Writing— Add :  Capital  letters  for  North,  East,  etc., 
nammg  _  sections  of  the  country;  business  letters,— form,  capitalization, 
punctuation.     (See  page  135) 


ARITHMETIC — FIFTH    YEAR.  I37 

Stories — King  Arthur  and  His  Knights  (Radford). 

Poems — *Christmas  Everywhere  (Phillips  Brooks),  Christmas  Bells  (Long- 
fellow),A  Christmas  Carol   (Christiana  Rossetti,  arranged  in  Open  Sesame  I). 

Picture — Holy  Night — Correggio. 

Fifth  Month. 

Habits  of  Speech — Add :  "Some  one  has  taken  my  lunch", — never,  "has, 
have  took";  "Mrs.  Jones  is  a  little  (or  somewhat)  better", — never,  "some  better''; 
also  "a  little  (or  somewhat)   taller,  older,  etc.";  "borrow", — never,  "borry". 

Technicalities  in  Writing — Add:  No  capitals  for  names  of  the  seasons; 
spelling  of  the  plurals  of  the  fifteen  nouns  that  form  their  plurals  in  ves. 

Stories — Arabian  Nights'  Entertainments. 

Poems — *The  Arrow  and  the  Song  (Longfellow),  The  Bell  of  Atri  (Long- 
fellow), The  Miller  of  Dee   (Mackay),  Aladdin   (Lowell). 

Picture — Sir  Galahad — Watts. 

Sixth  Month. 

Habits  of  Speech— Add :  Is  {are,  ivas,  were)  frozen, — never,  is  (arc,  zvas, 
were)  froze;  "which", — never  used  to  refer  to  persons  except  in  questions;  "a 
book",  "an  apple". 

Technicalities  in  Writing — Add:  No  capitals  for  names  i,f  subjects  of 
study  (except  those  derived  from  proper  nouns,  as  English.). 

Stories — Arabian  Nights'  Entertainments. 

Poems — The  Charge  of  the  Light  Brigade  (Tennyson),  *BattIe  Hymn  of 
Republic  (Howe),  The  name  of  Old  Glory  (Riley),  The  American  Flag 
(Drake). 

Picture — Planting  Potatoes — Millet. 

Seventh  Month. 

Habits  of  Speech — Add:  "Have  you  a  knife", — not,  "Have  you  got  a  knife"; 
"Mrs.  Jones  was  taken  sick", — never,  "Mrs.  Jones  took  sick." 

Technicalities  in  Writing — Add:  No  capitals  for  names  of  diseases; 
hyphen  between  the  parts  of  a  compound  word. 

Stories — Gulliver's  Travels   (Swift). 

Poems — Plant  a  Tree  (Larcom),  The  Leap  of  Roushan  Beg  (Longfellow), 
*The  Bugle  Song  (Tennyson). 

Picture — Oxen  Plowing — Rosa  Boiiheur. 

Eighth  Month. 

Review — With  special  drill  on  weak  points. 

Definite  Results  to  be  Attained  at  End  of  Fifth  Year — Distinct  improve- 
ment in  the  habits  of  speech  drilled  on,  and  in  articulation. 

Mastery  of  the  technicalities  in  writing  noted  thus  far. 

Ability  to  speak  and  write  at  somewhat  greater  length  than  previously, 
showing  increased  power  to  stick  to  the  point  and  to  arrange  details  in  logical 
order. 

Some  ability  in  introducing  details  for  interest. 

Ability  to  write  friendly  and  business  letters,  perfect  in  form,  and  showing; 
some  understanding  of  the  points  that  make  a  good  letter. 

Ability  to  copy  a  short  paragraph  or  letter  accurately  and  reasonably  rapidly. 

An  increased  vocabulary,  and  the  habit  of  spelling  words  correctly. 

Stories — Gulliver's  Travels  (Swift). 

Poems— *The  Daffodils   (Wordsworth),  The  Cloud  (Shelley). 

Picture — End  of  Labor — Breton. 


ARITHMETIC. 


ALTERNATION — In  crowded  country  schools  it  may  be  advisable  in  some  cases  to 
alternate  the  fifth  and  sixth  years'  work  in  arithmetic.  In  such  cases  teach  the  fiftk  year's 
work  the  school  year  of    1918-19  and  each   alternate  year  thereafter. 

The  work  of  the  fifth  year  continues  along  the  same  lines  as  the  fourth 
year,  introducing  more  difficult  work  in  fractions  and  new  denominate  units. 
Numeration   and    notation   are  studied   systematically  and   decimals   are  begun. 


r^S  ARITHMETIC — FIFTH    YEAR. 

Decimals  should  be  introduced  through  United  States  money,  with  which  the 
pupils  are  already  familiar. 

Many  arithmetic  terms  long  familiar  to  the  pupils  are  now  formally 
defined.  Many  concrete  problems  drawn  from  the  local  environment  and  from 
textbooks  should  be  solved  and  explained.  Pupils  should  be  led  to  propose 
problems  to  the  class. 

Care  should  be  taken  to  see  that  the  language  used  in  explanation  fits 
the  problems.  Do  not  say  one  where  the  sense  requires  each,  nor  will  be  or 
would  be^  where  the  time  of  the  problem  demands  is  or  was.  In  reading 
^  lb.,  say  three-fourths  of  a  pound,  not  three-fourths  pound. 

Subject  Matter. 

The  Fundamental  Operations — Drill  for  accuracy  and  speed.  Drill  until 
the  class  attains  reasonable  accuracy  and  speed  as  measured  by  the  Courtis 
or  other  standard  scores. 

Factoring — Learn  tests  of  divisibility  by  2,  3,  4,  5,  6,  8,  9,  10.  L.  C.  M. 
and  G.  C.  D.  of  small  numbers  by  factoring. 

Fractions — This  is  the  most  important  part  of  the  year's  work.  All  the 
processes  with  fractions.  Illustrate  the  operations  by  divided  lines,  rectangles, 
or  circles,  and  by  denominate  numbers.  After  a  process  is  understood  fix  it 
by  drill.     Give  much  oral  drill  with  simple  combinations  of  fractions. 

Decimals — The  decimal  notation.  Addition,  subtraction,  multiplication  of 
decimals ;  division  of  decimals  by  integers. 

Denominate  Numbers — Make  much  use  of  the  tables  in  problems. 

Mensuration — Area  of  a  triangle.     Volume  of  a  rectangular  solid. 

First  Month. 

Review — Review  addition,  subtraction,  multiplication,  and  division  tables 
a  few  minutes  (not  more  than  five)  each  day,  and  drill  for  accuracy  and  speed. 

Laws  of  the  Decimal  System — Units  and  orders.  Numeration  and  no- 
tation to  four  periods.  Omit  and  in  reading  integers.  Shape-value  and 
place-value  of  figures.  Drill  on  these  as  in  beginning  of  fourth  year  with  the 
questions  "How  many?",  "What?"  as  you  point  to  particular  figures,  and  to  suc- 
cessions of  figures  as  in  4357,  2579,  5706,  where  the  57  is  ones,  tens,  or 
hundreds  according  to  the  place  of  the  right-hand  figure.  Show  the  effect  on 
place-value  of  moving  a  figure  one  place  to  the  left ;  to  the  right.  Compare 
300,  30,  3,  .3,  .03.  Teach  that  .3  is  the  decimal  notation  of  •'Mo-  Set  in  column 
.3,  .5,  .6,  .4.  Add.  Show  that  the  sum  may  be  read  eighteen  tenths  or  one 
and  eight-tenths.     Use  and  in  reading  mixed  numbers  and  mixed  decimals. 

Addition — Define  like  numbers ;  addition.  Group  numbers  in  adding  columns, 
so  as  to  add  mostly  by  nines,  tens,  elevens  and  twelves.  Add  U.  S.  money,  re- 
ducing and  adding  cents  to  dimes,  dimes  to  dollars.  Add  decimals  and  mixed 
decimals. 

Multiplication — Show  that  six  times  25  cents  is  the  same  as  two  times 
three  times  25^  cents.  How  to  multiply  by  the  factors  of  a  multiplier  in  suc- 
cession. Multiplying  by  10,  lOO,  1000  by  moving  the  decimal  point,  or  annex- 
ing ciphers.     Multiplying  by  20,  200,  2000,  etc. 

Division — Performed  in  similar  fashion.     Review  long  division. 

Measures — Problems  in  coal,  hay  and  grain  sold  by  the  ton  or  hundred- 
weight.   Make  out  bill  for  hay,  grain  and  coal  at  prevailing  prices. 

Subtraction — Define  subtraction,  minuend,  etc.  Problems  in  integers,  U.  S. 
money  and  decimals.  Teach  mode  of  making  change  by  which  we  find  the 
difference  by  addition. 

Second  Month. 

Multiplication — Define  various  terms  and  multiply  U.  S.  money  by 
integers ;  common  fractions  by  integers. 

Teach  four  ways  of  reading  the  sign  X  ' 
6  y^  7  feet.    "Six  times  seven  feet." 
(Multiplier  precedes  sign.) 


^RITHMETIC — FIFTH   YEAR.  139 

7  feet  X  6.    "Seven  feet  multiplied  by  six." 

(Multiplier  follows  sign.) 
%  X  12  ft.     "Three-fourths  of  twelve  feet." 

(Multiplier  a  fraction,  precedes  sign.) 
/"  X  9" ■    "Seven  inches  by  nine  inches." 

(The  numbers  are  dimensions.  This  does  not  indicate  multiplication.) 

Fractions — See  that  every  principle  is  clearly  illustrated  by  the  pupil  by 
folded  sheets  or  divided  lines.  Differences  between  a  fraction  and  a  fragment. 
Show  that  the  denominator  exists  before  a  fraction  is  written  and  (i)  that  it 
is  the  number  of  fractional  units  into  which  the  primary  unit  is  divided,  (2) 
that  it  shows  the  size  of  the  fractional  unit.  (3)  that  it  names  the  fractional 
unit.     Classify  fractions  according  to  value  and  form. 

Reduction  of  integers  and  mixed  numbers  to  improper  fractions. 

Reduction  of  improper  fractions  to  integers  or  mixed  numbers. 

Factoring — Define  a  composite  number,  factor,  multiple,  prime  number, 
common  factor,  common  multiple.  Find  prime  factors  of  composite  numbers 
to  100. 

Third  Month. 

Division — See  that  pupils  understand  clearly  the  distinction  between  par- 
titien  and  measurement.  Because  the  figure  processes  are  usually  the  same, 
most  textbooks  ignore  the  difference;  but  every  division  involved  in  a  concrete 
problem  is  of  either  the  one  or  the  other  type.  In  all  discussions  have  the  pupils 
use  the  language  appropriate  to  the  type.  Have  pupils  write  multiplication 
problems  and  two  inverse  division  problems  thus : 

Multiplication — Cost  of  7  oranges  at  5  cents  each? 
Partition — Price  per  orange  if  7  cost  35  cents? 
Measurement — How  many  oranges  for  35  cents  at  5  cents  each? 
Partition  of  integers,  U.  S.  money  and  decimals.  (Divisor  an  integer.) 
Factoring— How  to  factor  a  number  like  126. 
Tests  of  divisibility  by  2,  3,  4,  5,  6,  8,  9,  10. 
Cancellation. 

Multiply  decimals,  tenths  and  hundredths  by  integers.  Compare  with  multi- 
plication of  U.  S.  money. 

Fractions — Reduction  of  fractions  to  lowest  terms ;  mode  of  finding  great- 
est common  divisor. 

Cubic  Measure — Compute  and  learn  the  number  of  cubic  feet  in  a  cubic 
yard,  cubic  inches  in  a  cubic  foot.  Capacity  of  boxes,  bins,  and  rooms  in  cubic 
feet  or  cubic  inches.  Has  each  pupil  in  your  room  200  cubic  feet  of  air?  Cost 
of  excavation  at  customary  price  per  cubic  yard.  Capacity  of  wagoH  tanks 
in  gallons    (231  cu.  in.). 

Fourth  Month. 

Fractions — Show  that  fractions  to  be  added  must  be  similar  fractions; 
that  is,  they  must  have  the  same  fractional  unit,  or  the  same  denominator.  How 
to  find  by  inspection  the  new  fractional  unit  to  which  the  given  fractional  units 
may  be  changed.  Mode  of  finding  the  least  common  multiple.  Addition  and 
subtraction  of  fractions.     Add  mixed  numbers. 

Multiply  a  fraction  by  an  integer  by  multiplying  the  number  of  fractional 
units,  4  X  '%  =  "%,  or  by  multiplying  the  size  of  the  fractional  units, 
4X5^  =  %.    Illustrate  by  divided  lines  and  rectangles. 

Teach  how  to  find  a  number  when  a  fractional  part  of  it  is  given,  as  15 
is  ^  of  what  number?  Pupils  should  see  the  likeness  between  this  problem  and 
such  as.  What  is  the  cost  of  8  pounds  of  sugar,  if  3  pounds  cost  21  cents? 

Multiply  mixed  numbers  by  integers. 

Cubic  Measure — Capacity  of  corn  cribs  and  bins  in  cubic  feet,  in  bushels 
of  corn  in  the  ear   (2}4  cubic  feet),  in  bushels  of  shelled  corn   (2150  cu.  in.). 


140  ARITHMETIC — FIFTH  YEAR. 

Fifth  Month. 

Fractions — Partition  of  fractions,  (i)  By  dividing  the  number  of  frac- 
tional units,  Yi  oi  %  =-~/i. 

(2)  B}'  dividing  the  size  of  the  fractional  units,  y^  of  %  =z  %i.  These  may 
be  written  %  -^  3  =  %•      %  -^  3  =  %i- 

Note  that  finding  a  fractional  part  of  any  number  is  commonly  called 
multiplying  by  the  fraction,  whereas  the  chief  operation  is  partition  as  in  the 
examples  given.  A  multiplication  may  follow,  as:  ^  of  %  ^  *A,  in  which  we 
have  two  steps;  first  partition,  then  multiplication. 

Note  that  ^  yd.  may  mean  three  of  the  four  equal  parts  of  one  yard,  or  one 
of  the  four  equal  parts  of  three  yards.  Hence  %  of  7  may  mean  3  times  one- 
fourth  of  seven  or  one-fourth  of  3  times  seven.  Hence  in  "multiplying  by  a 
fraction"  we  may  perform  the  multiplication  first,  the  partition  afterward. 

Multiply  integers,  U.  S.  money  and  fractions  by  fractions  and  by  mixed 
numbers. 

Decimals — Write  and  read  decimals  to  thousandths.  Multiply  decimals  by 
integers,  compare  with  multiplication  of  U.  S.  money.  Develop  rule  for  "point- 
ing off"  the  product. 

Parts  of  a  Hundred — Show  mode  of  multiplying  by  25  (]4  of  100)  by 
multiplying  by  100  and  taking  54  of  the  product.  Similarly  multiply  by  SsVs 
and  12^;  also  by  7S;  667^;  S/yi;  etc.  Learn  the  "aliquot  parts"  of  100 
equivalent  to  ^.  _^,,^,    %,    3^    %,    .%,    ^,    3^    5^    7/^. 

Merchants'  bills  involving  prices  that  are  aliquot  parts  of  a  dollar. 

Sixth  Month. 

Fractions — Measurement  by  a  fraction.  Just  as  15c  -;-  3c  means  that 
15  cents  is  to  be  divided  into  equal  parts  each  of  which  is  3  cents,  so  7  gal.  -^ 
3  qt.  means  that  the  7  gallons  is  to  be  divided  into  equal  parts,  each  of  which 
is  3  quarts.  To  do  this  we  must  first  reduce  the  7  gallons  to  28  quarts.  Then 
28  qt.  -:-  3  qt.  =  95^.  Similarly  to  divide  7  by  %  we  must  first  reduce  7  to  ^%. 
Note  the  two  steps  of  this  mode  of  measuring  by  a  fraction. 

In  this  way  measure  integers  by  fractions,  mixed  numbers  by  fractions  and 
mixed  numbers,  changing  the  mixed  numbers  to  improper   fractions. 

In  general,  in  teaching  division  by  a  fraction  first  reduce  the  dividend  and 
divisor  to  a  common  denominator  and  divide  the  numerator  of  the  dividend 
by  the  numerator  of  the  divisor.  Show  that  the  same  result  can  be  obtained  by 
inverting  the  divisor  and  multiplying.     Hence  the  rule. 

Decimals — Show  effect  of  annexing  ciphers  to  an  integer,  to  a  decimal.  Are 
these  effects  alike?     If  not,  why  not?     Divide  decimals  by  integers. 

Reduce  common  fractions  to  decimals.  Reason  thus :  5^  =  ^  of  2  = 
ys  of  2.0  =  .4.  Note  when  the  division  gives  a  pure  decimal;  when  it  yields 
a  repeating  decimal   or  a  complex   decimal. 

Seventh  Month. 

Measures — Teach  the  meaning  of  angle,  right  angle,  acute  angle,  obtuse 
angle,  circle,  center,  circumference,  arc,  central  angle.  Teach  degrees  as  the 
measure  of  arcs  and  angles,  and  table  of  angle  measures. 

The  rectangle,  base,  area.  Show'  by  paper  cutting  that  a  rhomboid  may  be 
made  into  a  rectangle  with  same  base  and  altitude.  Show  that  a  triangle  is 
always  half  a  rectangle,  with  the  same  base  and  altitude.  Problems  in  measur- 
ing triangular  areas. 

Fractions — State  results  of  multiplying  the  numerator  of  a  fraction;  the 
denominator;  both  by  the  same  multiplier.  State  effect  of  dividing  the  numer- 
ator of  a  fraction;  the  denominator;  both  by  the  same  number.  Compare  these 
effects  with  the  effects  upon  the  quotient  of  multiplying  or  dividing  the  dividend 
and  divisor. 

Find  what  part  a  first  number  is  of  a  second  by  dividing  the  first  by  the 
second. 

Decimals — Divide   integers    and    decimals    by    decimals.      First    reduce   the 


GEOGRAPHY — FIFTH    YEAR.  I4I 

problem  to  one  in  which   the  divisor   is   an   integer.     To  divide  42.716  by  2.36 
use  this  form  : 

18. 1 


236)4271.6 
236 


1911 
1888 


236 
236 

Eighth  Month. 

Review  and  drill  for  accuracy  and  speed  with  fractions  and  integers. 

Fractions — Problems  in  finding  a  base  when  a  fractional  part  of  it  is 
known  as  14  is  ^  of  what  number?  Similar  problerns  involving  increase  or 
decrease  as  14  is  %  of  what  number?     14  is  %  more  than  what  number? 

Measures — Problems  in  finding  the  depth  of  bins  to  hold  a  given  amount, 
by  dividing  total  volume  by  the  volume  of  one  layer. 

The  Roman  Notation — Letters,  values,  five  laws  of  combination.  Mis- 
cellaneous problems. 

Decimals — Reduce  common  fractions  to  decimals  by  multiplying  both 
terms  by  a  multiplier  that  will  make  the  denominator  a  power  of  10.  How  is 
this  multiplier  found?     In  what  cases  is  it  integral? 


GEOGRAPHY. 

ALTERNATION — If  the  fifth  and  sixth  years'  work  are  alternated  in  your  school, 
teach  the  fifth  year's  work  the  school   year  of   19 18- 19  and  each  alternate   year  thereafter. 

Introduction. 

This  year  is  devoted  to  a  first  survey  of  the  World  as  a  Whole.  The  Ele- 
mentary Geography  is  to  be  used  as  a  text.  The  work  begins  with  the  making 
and  reading  of  maps.  This  leads  out  to  a  study  of  the  Home  State,  the 
earth  as  a  globe,  and  the  larger  features  of  the  earth  in  sufficient  detail  to 
build  a  clear  concept  of  the  earth-whole. 

The  year's  work  should  aim  at  a  sure  foundation  for  further  study  of 
geography.  An  understanding  of  the  language  of  maps  is  essential.  The  pupil 
should  become  master  of  the  simple  rules  of  map  interpretation,  and  be  able 
to  translate  maps  into  terms  of  the  out-of-doors.  The  map  must  be  understood 
as  a  symbol,  and  the  symbol  must  be  made  to  suggest  the  real  thing  for  which 
it  stands. 

The  subject  matter  of  the  year's  study  is  world-wide  in  its  extent.  A  clear 
understanding  of  the  big  things  is  to  be  the  aim.  No  region  is  to  be  studied 
in  full  detail.  The  large  and  striking  phases  of  the  subject  should  be  the  center 
of  definite,  systematic  work  throughout  the  year.  A  systematic,  detailed  study 
of  regions  and  countries  occupies  the  sixth,  seventh  and  eighth  years.  The 
fifth  year  is  to  be  a  good  preparation  for  these  more  advanced  studies. 

THE  WORLD  AS  A  WHOLE. 
Topics  by  Months. 

L     The  Making  and  Reading  of  Maps. 
n.     The  Home  State  :    Illinois. 

III.  The  Earth  as  a  Globe. 

IV.  North  America. 

V.     United  States  and  Possessions. 
VI.     South  America  and  Europe. 
VII.     Asia  and  Africa. 
VIII.     Australia,  the  Islands,  and  Journey  Lessons, 


142  GEOGRAPHY — FIFTH    YEAR. 

First  Month. 

The  Making  and  Reading  of  Maps. 
I. — Directions. 

1.  Fix  directions  by  reference  to  sun  at  different  times  of  day.  Relate 
directions  to  North  Star,  Big  Dipper  and  the  Pointers,  and  other  constellations. 
See  work  of  fourth  year  on  directions. 

2.  Directions  in  room,  on  playground,  in  school  district,  related  to  position 
of  sun  and  stars. 

II. — Construction  of  Plans  and  Maps. 

1.  Plan  of  schoolroom  on  easy  scale;  teach  reading  of  i  i)icli  as  the  first 
term  of  the  scale:  thus,  the  scale  is  i  inch  to  5  f^et;  i  inch  to  8  miles;  i  inch  to 
700  miles.  Lay  plan  of  schoolroom  on  floor  for  interpretation  of  directions; 
then  place  on  north  wall ;  south  wall ;  east  wall ;  west  wall  and  interpret. 

2.  Map  of  school  grounds  on  easy  scale;  class  study  of  distances,  directions, 
and  relations  of  objects  before  making  of  map;  interpret  map  out-of-doors, 
first  place  it  on  the  ground;  then  against  each  wall  of  the  school  house;  relate 
to  the  actual  things  represented ;  require  good  language  work. 

3.  Teacher  should  construct  map  of  school  district,  farm,  or  other  locality 
familiar  to  pupils;  display  map  without  making  known  the  region  represented; 
have  pupils  "read"  the  map,  then  examine  the  region  to  test  interpretation. 

4.  Map  of  township  showing  school  district. 

5.  Map  of  county:  rivers,  railroads,  cities,  villages,  school  districts;  names 
of  adjoining  counties.  Point  and  walk  toward  places  studied;  direction  and 
distance  from  county  seat  of  home  county  to  county  seats  of  adjoining  counties; 
interpret  map  in  terms  of  the  actual  region,  so  as  to  make  the  symbol  (map) 
stand  for  the  real  thing  (county  and  places  in  the  county). 

III. — Interpretation  of  Large  Maps. 

1.  Wall  map  of  state:  find  home  count}^  adjoining  counties,  other  counties 
known  to  pupils  ;  a  few  larger  cities  known  to  pupils.  Read  and  explain  scale ; 
use  I  inch  as  first  term  of  scale.  Place  state  map  on  different  walls:  point  and 
walk  toward  places  studied;  learn  to  think  the  map  in  terms  of  the  out-of-doors, 
the  real  earth's  surface. 

2.  Examine  different  kinds  of  maps  in  textbook:  note  title  of  map,  scale 
if  given,  character  of  map;  compare  different  maps  of  the  same  region  as  a 
continent  or  country. 

Second  Month. 

Home  State:  Illinois. 
I. — State  Maps. 

Large  state  wall  maps  may  be  obtained  from  State  Geological  Survey, 
Urbana,  Illinois,  or  Public  Utilities  Commission,  Springfield,  Illinois.  See  also 
state  supplement  in  advanced  geography. 

11. — Counties  and  Adjoining  States. 

1.  Number  of  counties  in  state;  home  county  and  adjoining  counties;  all 
counties  in  which  members  of  the  class  have  lived  or  visited;  largest  county; 
smallest;  most  populous;  least  populous;  most  northern,  eastern,  southern,  and 
western  counties. 

2.  Adjoining  states  from  United  States  map;  place  map  on  different  walls; 
point  and  walk  toward  each  boundary  state ;  study  boundary  rivers  and  lakes. 

III. — Cities  and  Railroads. 

1.  Capital;  spelling  and  meaning  of  "capital"  and  "capitol";  name  and 
location  of  former  state  capitals;  cities  of  home  county  and  adjoining  counties; 
large  cities  within  experience  of  pupils  and  teacher;  list  of  cities  of  over  10.000 
population  at  last  census  in  order  of  population — 32  in  IQIO.  Learn  something 
of  interest  about  each  city;  have  pupils  write  list  and  populations.  Note  relation 
of  each  of  these  cities  to  railroads,  river,  and  lake. 

2.  Trace  routes  of  all  railroads  of  the  county;  give  termini,  and  find  on 
United  States  map ;   point   and   walk  towards   each  terminus ;   other   important 


GKOGRAPHY — FIFTH   YEAR.  143 

railroad  lines;  relation  of  railroads  to  cities;  two  counties  without  railroads; 
two  counties  with  numerous  railroads.  Trace  in  detail  railroad  journeys  taken 
by  pupils  within  the  state;  beyond  the  state;  interpret  journeys  in  actual  di- 
rections, distances  in  miles,  and  time  in  hours. 

IV. — Industries. 

Study  industries  in  home  region,  and  relate  to  those  of  other  parts  of 
the  state. 

1.  Farming:  crops  raised,  their  value;  counties  leading  in  production;  soil 
and  climate  of  state  for  agriculture. 

2.  Mining:  minerals;  use  and  value;  producing  areas;  leading  counties. 

3.  Manufacturing:  articles  of  manufacture;  value,  sources  of  raw  materials, 
shipment  of  raw  materials  and  finished  products;  leading  manufacturing  cities. _ 

4.  Commerce:  commercial  centers;  wholesale  houses  and  their  work;  ship- 
ments to  and  from  wholesale  establishments ;  retail  merchant  and  his  work  in 
home  town,  in  large  cities ;  commercial  activity  for  the  farmer,  his  sales  and 
purchases. 

V. — Transportation  Lines. 

Wagon  roads,  lake,  river,  canal,  railroads ;  employment  of  men  at  stations, 
along  the  route,  in  shops,  in  construction  and  repair  of  railroad,  canal,  or  harbor, 
movement  for  state  improved  highways ;  transportation  of  a  hundred  years  ago. 

VI. — State  Government. 

Relate  county  and  city  government  to  state  government ;  state  government 
to  national  government. 

VII. — History  of  State. 

1.  Exploration  of  waterways  by  French. 

2.  Indian  tribes  and  their  contact  with  early  explorers. 

3.  Location  of  early  French  settlements. 

4.  Conquest  by  the  English. 

5.  Settlements :  reasons  for  settling  first  in  timbered  areas,  then  on  the 
prairies. 

6.  Illinois  Territory  1809  to  1818;  state  since  December  3,  1818. 

VIII. — Growth  of  State. 

1.  Increase  in  population;  reasons. 

2.  State  institutions  :  schools ;  hospitals  ;  homes ;  prisons.^ 

3.  Rank  among  states ;  comparison  as  to  area,  population,  products,  rail- 
roads, cities,  wealth. 

Third  Month. 

The  Earth  as  a  Globe. 
I. — Shape  and  Size  of  Earth. 

Simple  statements,  illustrated  by  globe;  memorize  diameter,  8,000  miles; 
circumference,  25.000  miles,  and  use  frequently.  Scale  of  globe;  divide  8,000 
by  the  number  of  inches  in  the  diameter  of  the  globe,  and  express  this  scale 
as  /  inch  to miles. 

II. — Movements. 

Rotation   and   revolution   illustrated   by   globe;    carry   around   central   body 
representing  the  sun ;  time  unit  established  by  each  movement ;  consequences  of 
each  movement  to  human  activity. 
III. — Globe  and  World  Maps. 

On  globe  and  on  various  world  maps  in  text  locate  continents,  oceans,  well- 
known  countries,  important  islands,  seas,  gulfs,  bays,  and  rivers;  point  and  walk 
toward  each.  Show  that  the  globe  is  the  most  perfect  representation  of  the 
earth ;  that  a  flat  map  cannot  be  exactly  true ;  that  world  maps  on  Mer- 
cator's  projection  exaggerate  areas  in  high  altitudes.  On  globe,  world  maps,  and 
continent  maps  study  drainage  slopes  of  each  ocean,  and  a  few  large  cities. 
Find  in  text  all  world  maps  and  note  what  is  shown  on  each. 


144  GEOGRAPHY — FIFTH    YEAR. 

IV. — Journey  Lessons. 

Describe  journeys  from  home  to  each  of  the  ten  regions  visited  in  "A 
Study  of  People"  in  fourth  year.  Trace  each  journey  first  on  the  globe,  then 
on  the  map.  Write  out  an  account  of  each  trip,  telling  some  interesting  things 
about  the  important  places  along  the  journey,  and  about  ttie  people  visited. 
The  return  journey  in  some  cases  should  circumnavigate  the  earth.  Interpret 
directions  and  distances -concretely ;  point  and  walk  toward  the  destination. 

Fourth  Month. 

North  A))ierica. 
I. — Position, 

Use  globe  and  maps ;  direction  and  distance  to  each  of  the  other  continents ; 
surrounding  oceans  and  large  water  bodies ;  islands  and  island  groups ;  size 
compared  with  other  continents. 

II. — Divisions  and  Surface. 

Political  divisions;  zones  with  characteristic  climate;  large  surface  features; 
important  river  basins. 

III. — Special  Topics. 
Study  continent  as  a  unit  from  such  topics  as  the  following : 

1.  Farming;  wheat  in  great  wheat  belt  of  Canada  and  United  States;  corn 
in  Central  States;  cotton,  rice,  tobacco,  and  sugar  cane  of  Southexn  States; 
irrigation  in  Western  States  and  Mexico;  a  journey  to  the  farms  o'  the  conti- 
nent from  Central  America  to  Alaska,  to  study  different  methods  of  farming 
and  different  times  of  harvest. 

2.  Fruit  growing:  fruits  of  temperate  lands;  semi-tropical  fruits  of  South- 
ern and  Western  States;  tropical  fruits  of  Mexico  and  Central  America. 

3.  Ranching :  on  the  Great  Plains,  Alberta  to  Texas ;  on  plateaus  of  Mexico. 

4.  Mining:  gold  of  Alaska,  Canada,  United  States,  Mexico;  coal  of 
various  regions. 

5.  Manufacturing:  flour,  journey  lesson  from  wheat  field  to  mill,  from  mill 
to  homes;  iron,  journey  by  railroad  and  steamer  from  mines  of  Minnesota  to 
Pittsburgh. 

Use  of  Textbook. 

In  developing  the  topics  of  the  year,  the  textbook  is  the  main  source  of  in- 
formation. Its  text,  maps,  and  pictures  should  be  fully  utilized.  Lessons  in 
"reading"  the  maps  and  the  pictures  are  as  appropriate  as  lessons  in  reading 
the  printed  matter. 

Teacher  and  pupils  may  search  the  textbook  for  all  printed  statements, 
maps,  and  pictures  bearing  upon  the  topic  for  study,  and  in  class  all  references 
may  be  brought  to  bear  on  the  topic.  By  centering  attention  on  the  study  of 
large  and  important  topics,  and  using  the  textbook  as  a  means  of  gathering  in- 
formation on  the  subject  of  investigation,  the  dead  grind  of  a  certain  number 
of  paragraphs  per  lesson  may  be  relieved.  Such  a  plan  requires  diligent  and 
persistent  effort  on  the  part  of  the  teacher  in  assigning  lessons  and  conducting 
recitations. 

The  year's  work  should  result  in  clear  and  lasting  knowledge  of  large  and 
important  geographic  topics.  It  is  not  essential  that  all  the  textbook  be  used 
in  consecutive  order. 

Fifth  Month. 

United  States  and  Possesisions. 
I. — General. 

Location  of  United  States  in  continent ;  extent  from  north  to  south  with 
resulting  range  of  temperature;  extent  from  east  to  west  and  difference  in  rain- 
fall; surface  features;  coast  and  harbors;  drainage;  history;  growth  in  popula- 
tion :  names  of  states  by  groups  as  given  on  maps  of  textbook. 


GEOGRAPHY — FIFTH   YEAR.  145 

II. — Special  Topics. 

1.  Lumbering:  in  states  of  Atlantic  coast;  in  lake  region;  in  Pacific 
Northwest. 

2.  Fishing:  cod,  halibut,  oysters  of  the  Atlantic;  importance  of  Great  Lakes 
smaller  lakes  and  rivers,  with  special  attention  to  Illinois  River;  salmon  of 
Pacific  coast. 

3.  Cotton:  location  of  cotton  belt;  manufacture  in  cities  of  Southern  States 
and  of  New  England. 

4.  Fruits:  journey  lesson  from  California  orange  grove  to  wholesale  house 
in  New  York  City. 

5.  Important  cities:  write  and  learn  list  of  ten  largest  cities,  see  appendix 
to  textbook ;  study  transportation  facilities ;  reasons  for  location  and  growth. 
Offer  to  hear  individual  pupils  give  all  the  states  and  capitals  they  can  learn, 
encourage  their  efforts,  but  leave  the  task  optional. 

III. — Possessions. 

Write  and  learn  the  list  of  possessions;  find  them  on  globe  and  on  map; 
give  their  direction  and  distance  from  Continental  United  States. 

Sixth  Month. 

South  America  and  Europe. 
I. — South  America. 

1.  General.  Comparison  with  North  America  as  to  area,  population,  zones, 
and  climate;  arrangement  of  large  surface  features,  compared  with  North 
America;  important  river  basins,  coast  waters,  islands. 

2.  Special  topics.  Study  the  continent  as  a  unit  from  such  topics  as  the 
following : 

(a)     Life  in  tropical    forests;   trees,   animals,   rubber,  how   obtained 
and  where  sent. 

{b)     Life  in  the  grasslands;  grazing;   farming. 

{c)     Life  in  the  Desert  of  Atacama  :  little  vegetation;  nitrate  industry. 

3.  Countries  and  cities.  Pronounce  correctly  the  names  of  the  thirteen 
countries  and  ten  or  more  cities;  give  reasons  for  location  and  growth  of  cities. 

II. — Europe. 

1.  General.  Rank  among  continents  as  to  area  and  population;  climate, 
compare  zones  and  climate  with  the  Americas ;  coast  features,  harbors,  large 
surface  features;  important  river  basins. 

2.  Countries.  Write  list  of  countries  classified  with  reference  to  the 
World  War. 

(a)  Central  Powers. 

(b)  The  Allies. 

(r)      Neutral  Countries. 

3.  Special  Topics : 

(a)     Life  in  the  five  largest  cities  of  Europe;  use  appendix  to  text- 
book to  find  population. 

(6)     Commerce    of    five   important    seaports    of    Europe:    Liverpool, 
London,   Antwerp.  Rotterdam,   Hamburg. 

(f)      Write   list   of   ten    cities    not   in    a,   or   b,   and    give    interesting 
facts  about  each. 

{d)     Write    list    of    agricultural    products    of    Europe    mentioned    in 
textbook,  and  name  the  countries  in  which  each  is  important. 
Seventh  Month. 
Asia  and  Africa. 
T. — Asia. 

1.  General.  Rank  among  continents  as  to  area  and  population;  zones  with 
characteristic  climate;  larger  coast  features;  surface  features;  important  river 
basins. 

2.  Special  Topics : 

(a)     Agriculture:     intensive    cultivation    of     soil    by    Japanese    and 


146  HOUSEHOLD   ARTS — FIFTH    YEAR. 

Chinese;   farming  in  India;  why  so  much  hand  labor  and  so  little  ma- 
chinery; scant  products  of  desert. 

(b)  Grazing:    nomadic    habits    of    tribes    of    Southwestern    Asia; 
products. 

(c)  Write  list  of  ten  or  more  important  cities,  with  name  of  country 
in  which  located;  learn  some  interesting  facts  about  each  city. 

II. — Africa. 

1.  General.  Location  with  reference  to  other  continents  and  oceans;  rank 
in  area  and  population;  coast  features;  surface  features;  four  large  river  basins. 

2.  Special  Topics : 

(a)  Egjpt :  early  civilization,  products,  cities. 

(b)  The  Sahara:  life  in  the  desert;  products,  caravan  routes. 

(c)  Belgian  Congo:  life  in  the  tropical  forests  compared  with  South 
America. 

(d)  Union  of  South  Africa:  mining;  grazing;  ostrich  farming;  cities. 

3.  Countries.  Write  list  of  countries  of  Europe  having  possessions  in 
Africa;  locate  the  possessions  of  each. 

Eighth  Month. 

Australia,  the  Islaiids,  and  Journey  Lessons. 
I. — Australia. 

1.  General.  Direction  and  distance  from  other  continents;  rank  in  area 
and  population;  zones  with  characteristic  climate;  surface  features;  ocean  and 
interior  drainage  basins ;  coast  features. 

2.  Special  Topics : 

(a)  Ranching:    location    of    grasslands;    animals    raised;    products; 
markets. 

(b)  Mining:  location  of  mines;  products. 

(c)  Plant  and  animal  life:  peculiar  forms;  characteristics  of  each. 

3.  States  and  cities.  Write  list  of  states  of  the  Commonwealth  of  Aus- 
tralia with  capital  of  each.  Write  names  of  capital  of  the  Commonwealth  and 
four  other  cities  not  capitals.     Give  interesting  facts  about  each  city. 

II. — Islands  of  the  Pacific. 

Make  a  table  of  three  columns : 

(i)     Name  of  island  or  island  group. 

(2)  Country  owning  the  island. 

(3)  Principal  products. 

Use  best  maps  of  textbooks  and  wall  maps. 

III. — Journey  Lessons. 

In  making  each  journey,  name  and  locate  the  countries,  water  bodies,  islands, 
and  cities  along  the  route,  and  give  interesting  information  about  the  people. 
After  one  or  more  assigned  journeys  have  been  worked  out  in  class,  pupils  may 
select  their  own  journeys.  This  study  may  be  made  the  basis  of  good  English 
composition  work.  All  necessary  data  may  be  obtained  from  an  intelligent  use 
of  the  textbook,  and  the  plan  furnishes  opportunity  for  a  review  of  the  year's 
work  by  using  old  material  from  a  new  point  of  view.  The  following  are  sug- 
gested as  ai^propriate  journeys.  Other  journeys  may  be  planned  by  teacher 
and  pupils. 

(1)  Home  to  Buenos  Aires. 

(2)  London  to  Yokohama. 

(3)  Cairo  to  Melbourne. 


HOUSEHOLD  ARTS. 

ALTERNATION— The  fifth  year's  work  in  Household  Arts  should  be  studied  the 
school   year  of    1918-19  and   each  alternate  year  thereafter. 

General  Aim — The  purpose  of  this  course  is  to  connect  closely  the  school 
and  the  home ;  to  arouse  an  interest  in  and  give  a  knowledge  concerning  the 
scientific  and_  economic  principles  underlying  home  activities. 

The  home  is  touched  upon  throughout  all  the  grades  in  the  nature-study 


HOUSEHOLD   ARTS — FIFTH    YEAR.  147 

agriculture  course,  in  physiology  in  the  upper  grades  and  in  hand  work.     Lan- 
guage, reading,  arithmetic  and  art  should  be  planned  to  correlate  wnere  possible. 

This  course  reviews  the  work  presented  in  the  earlier  grades,  adds  new 
material  and  centralizes  all  of  the  work  around  the  two  principal  industries 
carried  on  in  the  home — sewing  and  cooking.  Not  only  the  past  school  knowl- 
edge of  the  child  but  also  the  actual  experience  in  the  home  should  be  drawn 
upon  to  enrich  the  school  work  and  to  offer  further  application  of  the  technique 
given  in  the  course. 

Course  for  Fifth  and  Sixth  Grades. 

Two  years'  work  in  sewing  is  outlined  for  the  fifth  and  sixth  years.  It 
is  expected  that  two  lessons  of  90  minutes  each  be  given  to  the  work  each  month. 
In  country  schools,  it  is  suggested  that  the  time  after  the  last  recess  on  the 
first  and  third  Fridays  of  each  month  be  given  to  this  work.  If  pupils  know 
how  to  manipulate  the  tools  used  in  sewing,  they  can  perhaps  do  more  each_ 
month  than  is  here  outlined.  In  such  cases,  additional  articles  may  be  included. 
If  desired,  the  article  may  be  started  during  the  regular  time  under  close  super- 
vision of  the  teacher  and  finished  at  leisure  moments  during  the  school  time, 
or  may  be  completed  at  home.  The  pupils  should  be  urged  to  supplement  the 
school  work  by  additional  home  experience. 

When  first  presenting  a  new  application  of  an  old  stitch  the  teacher  should 
illustrate  by  drawing  on  the  blackboard  or  by  using  a  large  frarne  of  canvas. 
This  canvas  should  be  very  coarse  and  light  in  color  and  the  stitches  should 
be  made  with  a  large  needle  and  coarse  yarn  of  a  dark  color.  The  pupil  may 
then  practice  the  stitch  on  a  square  of  muslin,  using  colored  thread.  When 
sufficient  knowledge  is  gained  to  enable  the  student  to  apply  it,  the  work  on  the 
garment  should  begin.  It  is  not  wise  to  require  a  perfect  stitch  before  the 
application  is  made. 

The  problems  have  been  planned  with  special  emphasis  on  the  art  phase 
of  sewing.  The  teacher  should  secure  for  each  pupil  a  copy  of  Extension 
Circular  No.  14,  issued  by  Extension  Service  in  Agriculture  and  Home  Eco- 
nomics, College  of  Agriculture,  University  of  Illinois.  These  are  furnished 
free  to  teachers  and  pupils. 

First  Month. 

Organize  garment  making  club. 

Pin  Ball — Emphasize  accuracy  and  economy  in  cutting  materials,  holding 
scissors,  position  of  needle  and  thimble,  correct  length  of  thread,  correct  size 
of  needle,  making  knot,  sitting  posture,  correct  distance  for  holding  material 
from  eyes,  care  of  tools  and  material.  (See  pages  7-8-9  of  Extension  Cir- 
cular No.  14.) 

Cut  from  folded  paper  and  stencil  design  on  pin  ball.  Discuss  relation  of 
design  to  size  and  shape  of  space.  Review  cotton  production :  picking,  ginning, 
baling. 

Second  Month. 

Problem — Kettle  holder.  Cut  6  inch  squares  from  scraps  of  soft  wool  or 
cotton  material  (may  be  old).  Baste  layers  together  and  start  blanket  stitch 
on  raw  edges.     Discuss  spinning  with  spindle  and  distaff. 

Christmas  Problem — Comfort  protector  of  silkoline,  sateen  or  other  soft 
firm  material.  Cut  out  and  baste  ends  for  French  seam.  Practice  French  seam 
and  apply  to  ends  of  protector.  Discuss  spirit  of  Christmas  giving.  Discuss 
care  of  household  articles  especially  cleanliness  of  bedding. 

Third  Month, 

Start  basting  hem  in  protector  to  finish  at  home.  Practice  chain  stitch. 
Discuss  wheel  spinning.  If  possible  have  hand  cards  and  wheel  and  let  children 
card  and  spin. 

Apply  chain  stitch  to  protector  to  hold  hem.  Discuss  modern  carding  and 
spinning. 


148  WRITING — NATURE-STUDY    AGRICULTURE — FIFTH    YEAR. 

Fourth  Month. 

P50BLEM — Washable  cover  for  kettle  holder.  Hem  ends  of  strip  of  gingham 
or  calico,  cut  14  in.  X  7  in.  Discuss  cleanliness  in  kitchen;  clean  aprons  and 
towels ;  advantages  of  cover. 

Fold  cover  for  seaming,  bringing  hemmed  edges  together  at  middle  of  one 
side.  Baste  and  overhand  seams.  Overcast  raw  edges.  Discuss  weaving,  illus- 
trating with  cardboard  or  Colonial  loom  showing  warp,  woof,  shedding, 
picking,  battening. 

Fifth  Month. 

Sew  tape  on  cover  making  loop  in  end  to  slip  over  apron  band.  Start  apron 
of  toweling.  (See  pages  10-16  inclusive  of  Extension  Circular  No.  14). 
Measure  for  and  cut  neck.  Discuss  weaves,  illustrating  with  samples  of  various 
materials ;  plain,  twill,  basket,  stripes,  checks,  etc. 

Sew  bias  around  neck  using  combination  stitch.  Emphasize  neat  join. 
Discuss  bias  cuts ;  use  of  true  bias.  Make  simple  weaves  in  colored  paper : 
plain,  twill,  some  diaper  pattern. 

Sixth  Month. 

Baste  and  hem  bias  facing  to  wrong  side.  Hem  lower  front  edge  of  apron. 
Discuss  ways  of  making  design  in  cloth  :  stencil,  block  or  roller  printing,  warp 
printing.     Discuss  vegetable   and   artificial   dyes. 

Practice  stitching  stitch  and  use  in  sewing  back  of  apron  into  band.  Discuss 
linen:  cultivation,  countries  producing.  Show  stalks  if  possible  and  let  children 
extract  fibers  noticing  woody  core  and  bark.     Discuss  by-products. 

Seventh  Month. 

Baste  and  hem  other  edge  of  band  into  place.  Overhand  remainder  of  band. 
Twist  cord  of  heavy  thread  or  floss  and  catch  into  one  end  of  band  forming 
loop  for  fastening.  Sew  on  button.  (See  page  19  of  Extension  Circular  No. 
14.)     Compare  twisting  of  cord  with  thread  making. 

Apply  cross  stitch  design  to  apron.  Discuss  rippling,  retting,  breaking, 
hackling;  properties  of  flax  fiber. 

Eighth  Month. 

Problem — Overhand  patch  on  garment  from  home  if  possible.  (See  pages 
56-57  and  58  of  Extension  Circular  No.  14.)  Discuss  care  of  clothes,  care  in 
putting  away  garments,  some  closet  conveniences  that  help. 

Finish  wrong  side  of  patch.  Review  stitches  made  during  year  as  to  uses, 
starting,  renewing  thread,  fastening. 


WRITING. 

Grades  V  and  VI. 

Place  Emphasis  on  : 

1.  Controlled  letter  and  word  drills. 

2.  Uniformity  of  slant,  height,  and  spacing  of  letters  in  all  writing. 
Give  Instruction.s  in  : 

1.  The  various  drills  for  developing  and  controlling  movement. 

2.  Drills  on   letters   joined — letters   joined   like  two,   three,   or   four   capital 
A's,  four  small  o's  or  m's — words,  sentences. 

3.  Applied  writing  in  .spelling,  composition,  etc. 
Special  Directions  : 

I.     See  special  directions  under  Grade  TV. 


NATURE-STUDY  AGRICULTURE. 

.•\LTP:RNATI0X — The  Fifth  Year's  work  in  Nature  Study  should  be  taupht  the  school 
year  1918-19  and  each  alternate  year  thereafter,  alternatiuR  with  the  Sixth  Year's  work 
which  should  be  taught  the  school  year   1919-20  and  each  alternate  year  thereafter. 

First  Month. 

Garden — Reports  of  summer  work.  Fall  aspect  of  flower  gardens.  List 
plants  that  are  still  in  full  flower.  Detailed  study  of  two  flowering  plants: 
petunia ;  portulaca ;  habit  of  growth,  the  stem,  leaves,  flowers,  fruit,  seeds,  color 
study  of  flowers.     Arrange  bouquets  artistically. 


NATURE-STUDY  AGRICULTURE — FIFTH    YEAR.  I49 

Harvesting,  drying  and  storing  of  onions.  Study  cotton  plant,  root,  stem, 
leaves,  flowers,  fruit.     Make  plans  for  garden  display. 

Insects — Grasshoppers,  observation  in  field  and  garden.  Collect  different 
kinds,  locusts,  meadow  grasshoppers,  katydids ;  field  study  to  discover  habits 
and  food.  With  specimens  in  cages  observe  how  much  one  grasshopper  will 
eat  in  one  day,  method  of  breathing,  of  making  sounds.  How  may  grass- 
hoppers be  destroyed?     Allies,  crickets,  cockroaches,  walking  sticks. 

Ferns — Wild  and  cultivated. 

Birds — Special  destroyers  of  insects ;  meadow  lark,  brown  thrush,  wren,  etc. 

Hand  Work — Flower  booklets  with  decorated  cover.  Press  fern  leaves  for 
booklet.  Make  cotton  chart  showing  leaf,  flower,  boll,  fibers,  seeds ;  cotton 
products;  oil,  stock  feed,  thread,  various  kinds  of  goods. 

Second  Month. 

Insects — The  mosquito.  Collection  of  eggs  and  larvse  or  pupse  from  stag- 
nant water,  rain  barrels  or  pools;  follow  life  history;  experiment  in  killing 
young  with  kerosene.     Mosquito  and  malaria. 

Fruit  Garden — Study  peach  tree  and  fruit.  Save  seeds  to  plant  later.  Fall 
aspect  of  raspberry,  blackberry  and  strawberry.  Study  of  strawberry  beds  at 
home;  report  on  old  plants,  runners,  new  plants,  care  of  beds  in  winter. 

Flowers — Identify  some  common  fall  perennials,  chrysanthemum,  phlox. 

Trees — Oaks  and  ashes.  Identification,  characteristics ;  twig,  bark,  leaves, 
fruit 

Hand  Work — Make  oak  charts  or  booklets  showing  leaves,  acorns,  twig, 
bark,  cross  section  of  twig. 

Tkird  Month. 

Garden — Biennials.  Turnip  or  beet  as  type.  Root  and  leaves  of  plants 
grown  from  seeds  in  the  spring.  Roots,  stems,  leaves,  and  seeds  of  plants  that 
have  grown  from  the  roots  that  were  set  out  in  the  spring.  Uses  of  storage 
oi  food.  Value  to  man.  Sugar  beet  industry.  Comparative  study  of  other 
biennials.     Plant  peach  seeds. 

Fiber  Plants — If  possible  find  some  hemp  plants,  study  fibers,  note  strength ; 
similar  study  of  button  weed  or  butter  print.  Uses  of  fiber,  clothes,  ropes,  etc. 
Kinds  of  knots. 

Make  a  summary  of  the  work  done  upon  the  farm  during  the  fall  months. 
What  have  the  children  done? 

Hand  Work — Cut  and  color  root  plants ;  make  booklet. 

Fourth  Month. 

Health  Studies — Foods ;  sources ;  list  those  furnished  by  plants,  by  ani- 
mals ;  those  furnished  by  your  own  state,  other  states,  other  countries ;  mineral 
foods. 

Care  of  Foods — Simple  treatment.  Why  foods  spoil,  experiments.  How 
prevent.  Cleanliness,  cooking,  keeping  cool,  drying,  canning;  most  healthful 
methods.     Diseases  that  may  enter  the  body  through  foods. 

Eating — A  study  of  the  mouth,  parts  visible,  in  mirror,  openings.  Teeth, 
number  and  kinds,  description  as  they  are  seen  in  mirror ;  groups ;  uses  of 
each  group;  structure  of  a  tooth;  why  teeth  decay.     Experiments  with  acids. 

Care  of  Teeth — How  keep  clean.  Use  of  brush ;  dental  thread ;  toothpick. 
Work  of  the  dentist.     Other  parts  of  the  mouth  and  their  uses. 

Good  rules  for  eating. 

What  happens  to  the. food  after  it  leaves  the  mouth?  Treat  simply.  Effect 
of  alcohol  upon  digestion.     Poison — treatment. 

Fifth  Month. 

Water — Sources ;  treat  simply.  List  of  uses.  Soft  and  hard  water  with 
experiments.  Our  need  of  water.  Common  sources  of  impurities  in  water.  Ex- 
periments with  different  kinds  of  water,  well,  spring,  cistern,  deep  well. 

Purifying  water,  by  filter,  by  boiling,  distilling. 

Some  diseases  that  are  transmitted  through  water,  typhoid,  dysentery, 
diarrhoea. 


150  PHYSICAL  TRAINING — FIFTH    YEAB. 

Keeping  bacteria  out  of  wells. 

Drinking  Fountains — Simple  study  of  parts,  value ;  drinking  cup. 
Drinking — Amount;  when  to  drink;  drinks  other  than  water  that  are  good 
for  children;  drinks  to  avoid;  alcohol,  tea,  coffee. 

Sixth  Month. 

Skin — Study  of  skin  with  lens.  Perspiration.  Experiments.  Tests  of 
decay  bacteria  on  the  skin,  by  gelatin  culture. 

Need  of  bathing  frequently  to  reduce  the  bacteria  on  the  body,  to  prevent 
decay  of  skin,  scales  and  bad  odors.     When  to  bathe;  kinds  of  baths. 

Danger  of  breaks  in  the  skin.  Bacteria  that  may  enter.  Care  of  cuts, 
bruises,  burns,  and  other  wounds,  poisoning. 

Skin  Protection — ^^Clothing;  materials,  sources  of  each  kind.  Danger  of 
unclean  clothing;  of  wet  clothing. 

Simple  chemistry  of  cleaning,  solvents  for  grease,  paint,  etc.  Uses  of  soap, 
kinds.    Make  soap. 

Seventh  Month. 

Garden— Plan  home  garden,  draw  to  a  scale.  Group  vegetables.  Those 
that  are  planted  early  out-of-doors ;  those  that  are  planted  indoors  and  trans- 
planted later ;  those  that  are  planted  out-of-doors  after  fear  of  frost  is  past. 
Identify  seeds  of  common  vegetables.  Organize  a  Garden  Club,  and  grow  two 
of  each  group  of  vegetables.  Some  good  ones  are  any  of  the  root  crop  for 
early  planting;  tomatoes  and  egg  plant  for  transplanting;  beans  for  late  plant- 
ing.    Keep  simple  accounts  of  garden  expense. 

Wild  Flowers — Identify  as  many  wild  flowers  as  possible.  Keep  simole 
calendar  as  they  appear. 

Spring  aspect  of  small  fruits,  special  study  of  strawberry  plants,  leaves, 
flower,  fruit. 

Birds — Keep  bird  list.  Make  bird  houses  for  wrens,  blue  birds,  chickadees. 
Audubon  Society. 

Life  in  Water — Frog's  and  toad's  eggs.  Special  study  of  toad.  Watch 
developments  of  tadpoles  in  aquarium. 

Hand  Work — Make  chart  of  vegetable  seeds.  Press  and  mount  leaves  of 
wild  flowers  with  conventionalized  design  on  cover. 

Eighth  Month. 

Trees — Find  flowers  of  oaks  and  ashes.  Watch  development  of  fruit. 
Compare  with  other  trees  as  to  time  of  blossoming  and  opening  of  leaf  buds. 

Birds — Special  study  of  birds  *hat  feed  in  the  air  as  swifts  and  swallows. 

Garden — Choose  flowering  plants  that  look  well  together.    Arrange  a  white 
and  blue  color  scheme,  a  white  and  red. 
Plant  a  few  flax  seeds. 

The  Lawn — Simple  study  of  the  care  of  the  lawn.  Habit  of  growth  of 
blue  grass,  why  a  good  lawn  grass.  Enemies  of  lawn ;  dandelion,  plantain, 
dooryard  weed.  mole. 

Vacation  Plans — Plan  to  keep  record  of  all  plants  grown  in  the  garden. 
Time  when  ready  for  use.  Value  of  each.  Watch  for  insects  on  plants.  Watch 
for  birds  that  catch  insects. 


PHYSICAL  TRAINING. 

See  General  Directions — Third  Grade. 

Train  posture.  Increase  speed  of  simple  movements  as  well  as  rhythmic 
movements.  Place  emphasis  on  good  sportsmanship.  Select  squad  leaders  for 
games.     Choose  games  requiring  some  cooperation. 

First  Month. 

Les.son  I — I.  (i)  Review  fundamental  st.  (2)  Fac.  45°,  90°,  180°.  (3) 
March,  serpentine  fashion  around  aisles.  (2)  Cross  (a)  St.,  b.  b.  o.  h. — S.  3. 
Arm  fling  to  cross   (d)  pos.  with  heel  rais. — R.    (i)  Hip  grasp  st.,  knee  bend. 


PHYSICAL  TRAINING — FIFTH   YEAR.  151 

upw. — R.  (2)  Hip  grasp  stride  St.,  f.  b.  o.  t. — S.  5.  Jump  in  place  with  side 
fling  of  arms — S.    6.  West  Point  breath. — S. 

Lesson  II — i.  Arm  bend.  upw.  with  alt.  foot  plac.  forw. — R.  2.  Head 
grasp  St.,  b.  b.  o.  h. — S.  3.  Hip  grasp  Yi  hook  (a)  st.,  knee  stret.  hook  (b) 
St. — S.  4.  Bend  st.  slow  arm  stret.  upw. — S.  5.  (i)  Hip  grasp  stride  st.  s. 
b.  o.  t. — S.  (2)  Head  grasp  stride  St.,  f.  b.  o.  t. — S.  6.  Run  to  "Touch  the 
Branches".    7.  Arm  rais.  sidew.  with  deep  breath. 

Games — Bean  Bag  Pass,  German  Bat  Ball,  Dodge  Ball  II.  Rhythmic  Play 
— Bleking. 

Second  Month. 

Lesson  III — i.  Hip  grasp  st.,  polka  step. — R.  2.  Cross  (a)  close  st.,  b. 
b.  o.  h. — S.  3.  Shooting  arrows  (kneel  and  shoot).  4.  1/2  stret.  st.  (one  arm 
flung  upw.),  change  of  arms  by  fling. — R.  5.  Bend  close  st.,  trunk  twist — S. 
6.  Hip  grasp  st.,  jump,  on  toes  with  alt.  foot  plac.  forw.  and  backw. — R.  7. 
Arm  rais.  cross  (d),  with  deep  breath. — S. 

Lesson  IV — i.  Review — arm  bend.  upw.  with  alt.  foot  plac.  forw. — R. 
2.  Cross  (a)  close  St.,  arm  fling,  sidew.  with  deep  breath. — S.  3.  Hip  grasp 
walk  (b)  St.,  knee  bend. — R.  4.  Stret.  st.,  arm  part. — R.  5.  Hip  grasp  sitt., 
s.  b.  o.  t. — S.    6.  Jump.  forw.  with  one  start  step. — R.    7.  West  Point  breath. — S. 

Games — Catch  of  Fish.  Pupils  choose.  Rhythmic  Play — Pop  Goes  the 
Weasel. 

Third  Month. 

Lesson  V — i.  Review — polka  step  and  two-step. — R.  2.  Hip  grasp  st.,  chest 
rais.  alt.  with  plac.  of  hands  on  head.  3.  Hip  grasp  st.,  heel  rais.  and  knee 
bend.  (4-ct.  movement) — R.  4.  Arm  bend.  upw.  and  stret.  backw. — R.  5. 
Cross  (c)  stride  st.,  f.  b.  o.  t. — S.  6.  Jump  in  place  with  side  fling  of  arms, 
making  quarter  turn. — S.    7.  Hip  grasp  st.,  b.  b.  o.  h. — S. 

Lesson  VI — i.  March.,  fac.  45°,  90°,  180°.  2.  Alt.  foot  plac.  sidew.  with 
hands  on  hips  and  b.  b.  o.  h.  (4-ct.  movement) — S.  3.  Locomotive — R.  4. 
Hip  grasp  st.,  f.  b.  o.  t.  alt.  with  plac.  hands  on  head. — S.  Run  in  place — 16 
cts.    6.  Bend  st.,  b.  b.  o.  h. — S. 

Games — School  Room  Catch  Ball.     R«view  Rhythmic  Play — Teach  Tantoli. 

Fourth  Month. 

Lesson  VII — i.  Quick  changes  of  arms  between  hip  grasp  pos.,  head  grasp 
pos.,  cross  (a)  pos.,  bend  pos. — S.  2.  Hip  grasp  close  st.,  b.  b.  o.  h. — S.  3. 
Cross  (a)  stride  St.,  alt.  toe  rais. — R.  4.  (i)  Arm  bend,  to  cross  (e)  pos. — S. 
(2)  Arm  bend.  upw.  and  stret.  sidew.  and  downw. — R.  5.  Hip  grasp  st.,  alt. 
knee  bend.  upw. — R.  Hip  grasp  st.,  jump  on  toes  with  both  feet  moving  to- 
gether from  one  side  to  the  other — R.    6.  Arm  bend.  upw.  with  b.  b.  o.  h. — S. 

Lesson  VIII — i.  Hip  grasp  st.,  alt.  foot  plac.  forw.  out — S.  Later — R.  2. 
Bend  head  twist  st.,  b.  b.  o.  h. — S.    3.  Hip  grasp  st.,  ^^  kneeling — S.     Later — R. 

4.  Reach  st..  arm  stret.  sidew. — S.  5.  Bend  prone  stride  St.,  arm  stret.  sidew. 
— S.  6.  Review  jump.  forw.  with  one  start  step — S.  7.  Arm  circumduction  with 
deep  breath. — S. 

Games — Last  Man,  Japanese  Tag,  Baste  the  Bear.  Rhythmic  Plav — Finnish 
Reel. 

Fifth  Month. 

Lesson  IX — I.  Fac.  90°  combined  with  march  step  forw.  and  sidew.  2. 
Head  grasp  close  st.,  b.  b.  o.  h.  with  arm  rotation — S.  3.  Hip  grasp  stride  st, 
alt.  knee  bend. — S.     Later  R.     4.  Arm  bend,  and  stret.  upw.   and  downw. — R. 

5.  Cross  (c)  sitt., — s.  b.  o.  t. — S.  6.  Jump  on  toes  with  foot  plac.  forw.  and 
backw.  and  alt.  arm  fling  forw. — R.    7.  Stride  st.    West  Point  breath. — S. 

Lesson  X — i.  Arm  fling  forw.  with  alt.  foot  plac.  sidew. — R.  2.  Cross  (a) 
stride  st,  arm  flinging  sidew.  with  b.  b.  o.  h. — S.  3.  Bend  Yi  stride  st, 
arm  stret.  downw.  with  knee  bend. — R.  4.  Reach  st.,  swiming  movement — 
R.  5.  Bend  walk  (a)  st.,  f.  b.  o.  t. — S.  6.  Jump  in  place  with  side  fling 
of  arms,  making  a  half  turn — S.     7.  Hip  grasp  st.,  b.  b.  o.  h. — S. 

Games — Dumb-Bell  Tag.     Pupils  choose.     Rhythmic  Play — Crested  Hen. 


152  READING SIXTH    YEAK. 

Sixth  Month. 

Lesson  XI — i.  (i)  Review  polka  step — tac.  90°  combined  with  march  steps 
forw.  and  sidew. — R.  2.  Cross  (c)  St.,  b.  b.  o.  h.  with  arm  rotation — -S.  3. 
Review  Locomotive — R.  4.  Hip  grasp  St.,  jump  on  toes  with  both  feet  mov- 
ing together  from  one  side  to  the  other — R.    6.  Arm  circumduction  (breath) — S. 

Lesson  XII — i.  (i)  Hip  grasp  st.,  touch  step  sidew. — R.  (2)  Forw.  bend. 
of  arms  with  heel  rais. — R.  2.  Hip  grasp,  st., — s.  b.  o.  h. — S.  3.  Hip  grasp,  st., 
heel  rais.  and  knee  bend,  in  irregular  rhythm  (4  cts.) — R.  4.  Reach  st.,  side 
fling,  of  arms — R.  5.  Review — Hip  grasp  stride  st.,  f.  d.  b.  o.  t. — S.  6.  Jump  on 
toes  with  foot  plac.  sidew.  and  together  with  side  fling,  of  arms. — R.'  7.  Bend 
close  St.,  b.  b.  o.  h. — S. 

Games — Going  to  Jerusalem,  School  Room  Dodge  Ball.  Rhythmic  Play — 
Dancing  Topsy. 

Seventh  Month. 

Lesson  XIII — i.  Hip  grasp  stride  st.,  alt.  heel  rais. — R.  2.  Cross  (c)  st., 
b.  b.  o.  h.,  alt.  with  arm  bending  and  stret.  sidew. — S.  3.  Plac.  of  hands  on 
hips  with  alt.  foot  plac.  sidew.  and  knee  bend. — R.  4.  Hip  grasp  St.,  s.  b.  o.  t. — S. 
5.  Run  in  place— R.    6.  Walk  (b)  st..  West  Point  breath.— S. 

Lesson  XIV — i.  Arm  rais.  forw.  upw.  with  alt.  foot  plac.  forw. — R.  2. 
Arm  bend.  upw.  with  alt.  foot  plac.  sidew.  and  b.  b.  o.  h. — S.  3.  Hip  grasp  st., 
deep  knee  bend.— S.  4.  (i)  Hip  grasp  st.,  alt.  knee  bend.  upw.  (2)  Bend 
stride  st.,  f.  d.  b.  o.  t. — S.  5.  Hip  grasp  close  St.,  jump  on  toes  with  alt.  foot 
plac.  forw.  and  backw.     6.  Arm  rais.  to  cross   (d)   with  deep  breath. — S. 

Games — Club  Snatch,  Stride  Ball  (Separate  classes  of  boys  and  girls). 
Rhythmic  Play — Swedish  Clap  Dance. 

Eighth  Month. 

Lesson  XV — i.  Arm  fling,  sidew.  with  alt.  foot  plac.  forw.  outw. — R.  2, 
Forward  bend,  arms  with  alt.  foot  plac.  sidewi  and  b.  b.  o.  h. — S.  3.  Arm  bend 
upw.  with  alt.  foot  plac.  sidew.  and  arm  stret,  sidew.  with  knee  bend. — R.  4. 
Arm  bend.  upw.  and  stret.  backw.  and  sidew. — R.  5.  Hip  grasp  sitt.,  trunk 
twist. — S.  6.  Review  run.  to  "touch  the  branches".  7.  Close  st.  West  Point 
breath. — S. 

Lesson  XVI — l.  (i)  Review  march,  and  fac.  (2)  Hip  grasp  St.,  alt.  toe 
touch  forw. — R.  2.  Arm  fling  sidew.  to  cross  (c)  and  b.  b.  o.  h.  with  turn 
of  hands  upw. — S.  3.  Review  hip  grasp  stride  St.,  alt.  knee  bend. — R.  4.  Bend 
stride  St.,  f.  d.  b.  o.  t.  with  hands  touch,  floor — S.  5.  Jump  forw.  with  two 
start  Steps.     6.  Bend  walk  (b)  St.,  slow  arm  stret.  sidew.  with  breath. 

Games — Newcomb,  Playground  Ball.  Review  Rhythmic  Play — Teach  Sel- 
lenger's  Round. 


SIXTH  YEAR. 


Te.xt-Bgoks — Fourth  Reader,  Language  Book,  Complete  Arithmetic.  Physiology 

and  Hygiene,  Geography,  History,  Copy-books  and  Speller. 
Ukading — Another  Fourth  reader  completed.  Physiologv     and     IIyciene — In    connection 

Spklling — Words  from  lessons,   English  de-  with   Nature-Study. 

rivatives,  etc.,  or  speller.         _  Geography— North    America    and    Adjacent 

Language — Composition,   punctuation,   study  Islands. 

A  RiTHMET^^-lDenomfna^r' Numbers,  Frac-  History— Oreece.  Rome  Middle  Ages, 
tions.   Simple  Problems  in   Percentage.  ^  eriod   of   Discovery,   Exploration. 

Writing— Special  study  of  letters.  Move-  General  Kxercises— Music,  Drawing  Mor- 
ment    exercises.  '''^  ''""  Manners,   Household  Arts. 

Physical  Training — Posture,  Movements,  Nature-Study — Pruning,  household  pests, 
Games.  fruit  trees,   bird   study   continued. 


READING. 

Text — Sixth  Reader  as  Selected  by  the  Board  of  Directors. 

Read  the  suggestions  ofifered  under  Fifth  Year  as  most  of  these  will  apply 


READING — SIXTH    YEAR.  153 

here.      The    additions    to   be    made    will    be    considered    under    silent    and    oral 
reading  and  come  under  the  following  headings  : 

1.  Assignment. 

2.  Reference  work. 

3.  Estimating  arguments,  motives,  etc. 

4.  Relation  of  reading  to  other  subjects. 

5.  Drawing  and  illustrating. 

6.  Problems  in  oral  reading. 

7.  Dramatization. 

Silent  Reading. 

The  assignments  should  vary  from  day  to  day.  They  should  occasionally 
force  very  intensive  study,  and  then  again  they  should  compel  "judicious 
skipping".  The  teacher  by  means  of  tests  can  determine  just  what  kind  of 
training  each  pupil  needs.  If  the  assignments  were  made  well  in  the  earlier 
grades  the  pupil  will  have  formed  the  habit  of  getting  certain  elements  of  the 
lessons.  The  teacher  should  continue  dealing  enough  with  these,  however,  to 
keep  the  pupil  from  overlooking  them.  On  the  other  hand,  encourage  original 
contributions  to  the  lesson.  The  class  should  be  held  to  getting  what  is  assigned, 
but  to  go  beyond  this  is  what  the  teacher  should  prize  most  highly. 

The  reference  work  should  be  assigned  in  increasing  quantities.  It  snould 
not  be  made  difficult ;  the  pupil  should  not  waste  his  time  and  lose  mterest  in 
random  search.  Give  a  pupil  a  special  topic  so  that  his  report  will  be  new  and 
will  add  some  interest  to  the  lesson.  Prepare  for  a  lesson  by  having  the  alhisions 
and  difficult  expressions  looked  up  and  explained  before  the  whole  class  reads 
the  selection;  this  will  make  possible  a  greater  enjoyment  of  the  literature 
itself.  I  et  some  pupil  find  what  some  other  author  than  the  one  studied  says 
on  the  same  topic.  Insist  on  the  constant  use  of  the  dictionary,  being  careful 
not  to  make  the  pupil  feel  that  the  reading  lesson  exists  for  the  giving  of 
opportunity  to  look  up  hard  words. 

The  children  are  now  able  to  estimate  the  value  of  arguments,  to  test 
whether  a  motive  is  strong  enough  to  prompt  a  certain  act,  etc.  Their  opinion- 
should  be  accepted  as  sincere  and  worth  while.  If  they  learn  to  talk  freely  of 
the  characters  or  incidents  or  whatever  else  may  interest  them  in  a  piece  of 
literature,  they  are  coming  more  and  more  to  live  in  it,  and  its  ideal  world  is 
becoming  for  them  a  real  world.  Even  if  a  child  differs  from  the  book,  if  h's 
difference  is  genuine,  should  he  not  have  the  right  to  his  own  opinion?  The 
teacher  has  to  be  on  her  guard  lest  she  force  her  own  view  and  the  child's 
initiative  and  independence  are  crushed.  "You  should  have  an  opinion,  but 
not  necessarily  7)iy  opinion." 

In  connection  with  other  subjects,  geography,  history,  etc.,  topics  may  be 
assigned  for  outside  reading  and  this  should  be  occasionally  discussed  in  the 
reading  hour.  At  least,  the  teacher  may  find  out  how  the  pupil  is  reading,  not 
dealing  with  the  subject  matter  but  rather  with  his  method  of  getting  it.  Such 
instruction  should  include  further  work  with  the  outline.  Raise  questions  deal- 
ing with  the  selection  of  topics  or  central  ideas,  the  relative  importance  of  the 
topics,  their  relation,  etc.  Help  of  this  kind  will  bear  fruit  not  only  in  the 
reading  but  also  in  the  other  branches. 

If  the  pupils  have  been  taught  drawing,  much  may  be  made  of  illustrating 
the  reading  lesson.  In  fact,  this  may  be  begun  in  the  first  or  second  grade 
with  cutting  and  pasting  papers.  In  the  third  and  fourth  grades  the  sand 
table  will  afford  the  means  for  the  pupils  expressing  their  imaginations.  But 
the  sixth  grade  pupil,  in  connection  with  his  report  on  what  he  has  read,  should 
often  have  a  diagram  or  picture,  not  necessarily  a  fine  specimen  of  art  although 
it  may  be  so,  but  an  aid  that  will  help  him  to  give  his  ideas. 

Oral  Reading. 

If  in  the  discussions  of  purpose  or  motive  the  pupil  may  get  so  enthused 
that  he  will  sa}',  "Well,  but  this  is  what  the  man  says,"  and  then  read  of  his 
own  initiative  a  sentence  or  paragraph,  we  may  expect  real  oral  reading.  The 
pupil  has  motive  and  an  audience.     If  to  these  two  items  we  can  add  technical 


154  SPELLING SIXTH    YEAR. 

skill,  we  shall  have  reading  at  its  best.  So  the  problem  is  to  create  the  first 
two  and  to  afford  training  in  the  last.  The  audience  may  be  "created"  if  the 
pupil  feels  that  he  has  something  new,  something  the  rest  have  not  heard.  This 
will  suggest  that  each  pupil  might  have  a  different  selection.  And  this  scheme 
is  more  feasible  than  at  first  it  might  seem.  Bj^  having  the  class  period  properly 
divided,  letting  a  brief  time  go  to  drill  on  some  technical  points,  all  the  pupils 
taking  part,  using  a  few  minutes  in  vigorous  discussion  of  the  topics  assigned, 
time  may  be  had  for  some  individual  to  read  something  that  he  has  put  con- 
siderable preparation  on  and  that  he  wants  to  give  the  class.  Opportunity  for 
practice  in  easy  sight  reading  should  be  given. 

In  addition  to  more  difficult  problems  of  oral  expression  suggested  earlier 
in  the  course,  the  pupils  are  now  ready  to  begin  what  some  call  creative  read- 
ing. Of  course,  the  first  problems  must  be  very  simple.  But  this  kind  of 
reading  should  not  be  omitted  because  it  is  difficult.  The  returns  from  in- 
tensive study  will  richly  repay  the  time  and  effort  put  in.  The  first  problem 
may  be  called  that  of  inference.  The  sentence  through  its  words  says  a 
certain  thing.  But  the  speaker,  using  those  words,  makes  the  sentence  say 
much  more — at  times,  something  very  different.  He  "reads  something  between 
the  lines."  If  this  problem  is  made  very  simple  and  is  connected  with  humor 
it  can  be  appreciated  by  the  children.  For  illustration  use  this  sentence:  "I 
bought  this  pencil".  If  read  with  its  simple  meaning  it  says  that  I,  a  person, 
purchased  (paid  for)  something  called  "a  pencil".  But  suppose  a  strong  empha- 
sis is  placed  on  the  subject,  what  does  it  mean  now?  Surely  something  more 
than  the  simple  statement.  The  sentence  was  read  to  a  sixth  grade  class.  When 
the  emphasis  was  placed  on  "bought"  the  children  laughed.  When  asked  why 
they  laughed,  one  pupil  replied,  "Some  one  must  have  said  you  stole  it."  When 
the  emphasis  was  placed  on  "this,"  the  amusement  was  explained  by  the  fact 
that  "I"  bought  that  particular  pencil  but  stole  most  of  them.  The  "stole  most 
of  them"  is  the  inference.  When  problems  of  this  kind  are  raised  there  are 
opportunities  for  keen  discrimination,  the  exercise  of  which  will  be  a  good 
training  even  though  the  pupil  does  not  expect  to  read  aloud  in  after  years. 

Original  dramatization  of  the  reading  lessons  may  be  begun  in  this  grade. 
The  story  must  be  well  mastered  first,  mastered  as  to  its  plot,  its  characterization, 
its  atmosphere,  its  vocabulary.  See  chapter  XXVI  of  "Reading  in  Public 
Schools,"  Briggs  and  Coffman,  for  suggestions  on  dramatizing  and  for  lists 
of  material. 


SPELLING. 

ALTERN.\TION — The  work  in  spelling  for  the  fifth  and  sixth  years_  is  arranged  for 
alternation.  During  the  school  year  1919-20  teach  sixth  year  spelling;  during  1918-19  teach 
fifth   year  spelling  and   so  continue   to  alternate   the   work   of   the   two   years. 

The  work  in  spelling  and  word-study  for  the  sixth  year  may  be  based  op 
assignments  from  the  spelling  book  adopted  by  the  board  of  education  or  it 
may  be  based  on  drill  work  outlined  below.  (See  suggestions  in  Fifth  Year 
Spelling,  page  126.) 

First  Month. 

1.  Use  the  dictionary  to  aid  in  mastering  difficult  words  of  all  lessons 
of  the  month  in  reading,  language,  and  other  studies. 

2.  Pronounce:  err,  excursion,  extra,  faucet,  favorite,  February,  feminine, 
figure,  fifth,  florist,  fountain,  gallery,  garage,  genuine. 

3.  Write  abbreviations  of  months,  of  days  of  week,  and  of  titles  applied 
to  persons ;  also,  other  abbreviations  in  common  use  and  give  the  words  for 
which  they  are  used.  Be  sure  to  teach  correct  use  of  abbreviations.  Better 
never  learn  abbreviations  at  all  than  to  form  the  habit  of  using  them  indis- 
criminately. 

4.  Review  lower  grade  vocabularies,  giving  special  attention  to  the  words 
appearing  in  "The  Corrected-W'ord  Notebooks." 


SPELLING — SIXTH    YEAR.  T5S 

Second  Month. 

1.  Pronounce  and  spell  useful  words  of  all  lessons  of  the  month  in  read- 
ing, language,  and  other  studies.    Have  pupils  use  their  dictionaries. 

2.  Pronounce :  giraffe,  gospel,  government,  granary,  guardian,  handker- 
chief, hearth,  heroine,  hiccough,  honest,  horizon,  hostile,  humble,  hurrah.  Note 
the  abbreviations  used  in  the  pages  of  your  dictionary. 

3.  Write  a  list  of  common  contractions  and  give  the  words  for  which 
they  are  used,  such  as  :  can't,  don't,  isn't,  etc. 

4.  Review  lower  grade  vocabularies,  noting  with  care  words  misspelled 
in  the  pupils'  composition  work. 

Third  Month. 

1.  Pronounce  and  spell  new  and  useful  words  of  all  lessons  of  the  month 
in  reading,  language  and  other  studies. 

2.  Pronounce:  idea,  industry,  inquiry,  instead,  institute,  iron,  italic,  jovial, 
kindergarten,  kitchen,  laughter,  laundry,  length,  licorice. 

3.  Use  correctly  in  sentences :  too,  aisle,  isle,  air,  heir,  bait,  martial, 
berth,  core,  capital,  current,  symbol,  choir,  quire. 

4.  Have  pupils  spell  words  they  know  how  to  use.  See  under  "General 
Suggestions,  'Wliat  Words  to  Teach.' "  The  larger  part  of  the  time  devoted 
to  sixth  year  orthography,  should  be  spent  in  spelling  familiar  words. 

Fourth  Month. 

1.  Pronounce  and  spell  useful  words  of  all  lessons  of  the  month  in  read- 
ing, language  and  other  subjects. 

2.  Pronounce  :  listen,  loose,  lose,  magazine,  masculine,  mischievous,  Illinois, 
Missouri,  mountainous,  museum,  mustache,  national,  new,  nuisance,  oaths. 

3.  Use  correctly  in  sentences :  gamble,  liar,  peak,  peddle,  straight,  lean, 
desert,  sight,  shear. 

4.  Have  pupils  spell  words  they  know  how  to  use  and  test  them  in  spell- 
ing words  in  their  corrected-word  notebooks. 

Fifth  Month, 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month  in 
reading,  language  and  other  studies. 

2.  Pronounce :  often,  once,  opponent,  ostrich,  overalls,  parent,  partner, 
paths,  peony,  pincers,  poem,  prairie,  piano,  preface. 

3.  Use  correctly  in  sentences :  cord,  slight,  canvas,  counsel,  carrot,  marshal, 
pistol,  sear,  dough,  prophet,  waste,  waist. 

4.  Have  pupils  spell  words  they  know  how  to  use  and  require  them  to 
apply  the  rule  for  dropping  silent  e  before  suffixes  beginning  with  a  vowel,  as 
in  write — writing;  arrive — arrival,  etc. 

Sixth  Month. 

1.  Pronounce  and  spell  useful  words  of  all  lessons  of  the  month  in  read- 
ing, language,  and  other  studies. 

2.  Pronounce :  process,  professor,  program,  pumpkin,  quarrel,  raspberry, 
recess,  reptile,  rinse,  root,  route,  salmon,  sandwich,  scallop. 

3.  Use  correctly  in  sentences  :  whirl,  medal,  alter,  addition,  excess,  except, 
burst,  cereal,  disease,  diverse, 

4.  Have  pupils  spell  words  they  know  how  to  use,  and  test  them  in  apply- 
ing the  rule  for  doubling  the  final  consonant  before  a  suffix  beginning  with  a 
vowel,  as  in,  run — runner;  begin — beginner;  admit — admitted,  etc. 

Seventh  Month. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month  in 
reading,  language  and  other  studies. 

2.  Pronounce :  sacred,  sergeant,  sixth,  sleek,  spinach,  something,  strength, 
sword,  tassel,  tiny,  tomato,  tortoise,  tour,  toward,  lettuce,   mercantile. 

3.  Use  correctly  in  sentences :  duel,  pillow,  presents,  presence,  patients, 
oatience,  statue,  statute,  stationary,  stationery,  formerly,  effect,  adapt,  adopt. 


156  LA^TCUAGE   AND   COMPOSITION — SIXTH    YEAR. 

4.  Have  pupils  spell  words  they  know  how  to  use  and  applv  the  rule  for 
changing  3;  to  /  before  suffixes,  as  in:  pity— pitied;  marry— ma'rried ;  early- 
earlier — earUest,  etc. 

Eighth  Month. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month  in 
readmg,  language,  and  other  studies. 

2.  Prpnounce:  truths,  Tuesday,  tune,  umbrella,  victuals,  violin,  weapon, 
where,  window,  women,  wound,  wrestle,  yeast,  yesterday,  zephyr,  evening 
cranberry,  vineyard.  '  ' 

_    3-     Write  and   define  words   containing  the   prefixes   mis,  out,  07'er.  under, 
with;  and  the  suffixes  dom,  ful,  less,  ly.  ness,  otus,  ing. 

,.„  4-     Have  pupils  spell  words  they  know  how  to  use  but  which  involve  special 
difficulties  in  spelhng.     Test  pupils  on  their  corrected-word  notebook. 


LANGUAGE  AND  COMPOSITION. 

Read  Introduction,  pp.  39-42.  Read  outline  for  earlier  grades.  Remember 
that  every  lesson  is  a  lesson  in  oral  language,  and  that  everything  written  in 
any  class  is  a  piece  of  written  language.  Insist  upon  the  the  same  standards 
of  correctness  in  all  classes. 

I.  Aims— Oral : 

1.  To  see  that  pupils  at  this  age  do  not  lose  interest  in  oral  work, 
that  they  choose  a  small,  definite  subject,  stick  to  it,  and  follow  some 
clear  order.     (See  page  41) 

2.  To  make  an  unnatural  tone  and  indistinct  utterance  matters  of 
sharp  criticism  from  the  class. 

3.  To  make  stringy  sentences,  joined  by  and's,  burs,  so's  and  then's 
matters  of  sharp  criticism  from  the  class. 

4.  To  drill  the  pupils  in  certain  good  speech-habits. 

5._  To  continue  the  development  of  their  vocabulary,— with  special 
attention  to  definite,  picturing  words  and  phrases.     (See  page  40) 

6.  To  increase  their  power  to  keep  present  and  past  time  straight, 
and  to  use  correctly  some  troublesome  tense  forms. 

7.  To  dr-elop  greater  ability  in  securing  interest  through  details. 
Written. 

1.  To  secure  from  pupils  short— not  more  than  a  page  long— para- 
graphs, unified,  planned,  and  unmarred  by  misspelled  words,  or  other 
technical  errors. 

2.  To  lead  them  to  be  satisfied  with  nothing  less  than  100  per  cent 
in  the  matter  of  technicalities  assigned  to  earlier  grade;^. 

3.  To  help  them  master  a  few  more  technicalities. 

4._  To  perfect  them — if  this  has  not  already  been  done— in  the  form 
of  friendly  and  business  letters  and  to  develop  their  power  to  write 
good  letters.     (See  pp.  103-104) 

5-  To  maintain  their  practice  of  proof-reading  and  correcting  their 
compositions  before  handing  them  in. 

6.  To  fix  the  habit  of  using  certain  present  and  past  verb  forms 
correctly. 

7.  To  eliminate— -\i  the  error  still  persists — the  habit  of  running  two 
sentences  together  with  no  mark  of  punctuation  or  simply  a  comma  be- 
tween, and  of  writing  parts  of  sentences  (phrases  and  clauses)  as 
sentences. 

II.  Kinds  of  Written  Work — Single  sentences ;  short  paragraphs, — mainly 
narratives  (some  reproductions  of  stories  from  a  different  point  of  view)  and 
explanations,  with  some  descriptions  of  things  the  children  are  interested  in; 
dramatic  and  narrative  dialogues  (See  pp.  104-105)  ;  friendly  and  business  letters. 
(See  pp.  103-104) 


LANGUAGE  AND  COMPOSITION — SIXTH    YEAR.  157 

III.  Suggestive  Subjects  for  Composition.    (See  page  157) 

IV.  Correction  of  Oral  and  Written  Work.     (See  page  42) 

Literature. 

The  sixth  grade  hterature  mingles  the  romance  of  long  ago  and  far  away 
with  the  romance  of  everyday  and  common  things.  It  is  filled  with  out-of- 
door  sights  and  sounds,  and  spiced  with  a  little  fun  and  nonsense.  It  intro- 
duces the  children  to  many  very  different  people;  and  should  help  them  to  at 
least  some  faint  idea  of  character,  of  the  individual  traits  of  mind,  body,  and 
spirit  that  makes  Robin  Hood  differ  from  Allen-a-Dale,  John  Alden  from  Miles 
Standish,  the  elder  sister  from  the  younger.  "Hiawatha",  now  re-read  entire, 
should  take  on  new  meaning;  and  it,  as  well  as  Burroughs'  interesting  reports 
of  his  observations,  should  open  many  eyes  to  the  world  around  them.  "Robin 
Hood"  is  the  book  for  children  of  this  age;  the  pupils  should  fairly  live  in  it. 
They  will  enjoy  dramatic  readings  from  this,  and  also  from  "The  Courtship 
of  Miles  Standish".  A  Christmas  play  may  be  also  arranged  from  "The  Birds' 
Christmas  Carol".  If  the  old  ballads  and  Scotch  poems  are  too  difficult,  they 
may  be  omitted ;  but  acquaintance  with  a  few  Scotch  words  will  help  much  in 
later  reading  of  Scott  and. Stevenson,  and  is  not  difficult.  If  the  teacher  can 
prepare  to  read  these  poems  aloud  even  fairly  well,  the  pupils  cannot  fail  to 
enjoy  them.     For  the  teaching  of  poetry,  see  page  44. 

Errors  of  Speech. 

Verbs — Errors  in  the  use  of  may,  lie,  sit,  rise  (meaning)  ;  in  the  use  of  the 
forms  took,  ask,  rang,  sang,  begin,  began,  drank,  run,  ran,  come,  came,  give, 
gave,  see,  saw,  seen,  did,  done,  lie,  lay,  sit,  sat,  rose,  drove,  attackted,  drownded, 
drug. 

Pronouns — them,  used  for  those;  as  me  (for,  as  I)  etc.;  than  me  (for 
than  I)  etc. 

Double  Negatives — won't  have  no  (none). 

Pronunciation — In  general,  failure  to  pronounce  properly  short  vowels, 
a-thinkin'  o'  goin',  whur  (where),  minny  (many),  hafter(  have  to),  uster  (used 
to),  agin  (again). 

Miscellaneous — John,  he,  etc..  real  good,  etc.,  went  fine,  etc.,  bad  sick, 
feels  badly. 

Technicalities  in  Writing. 

Capitals — For  such  words  as  lake.  rher.  street,  etc.  when  forming  a  part 
of  a  proper  noun;  for  names  of  religious  denominations  and  political  parties; 
for  the  initials  P.  S. 

Punctuation — Period  for  initials  P.  S. 

Spelling — Plural  of  nouns  in  o ;  any  irregular  plurals  not  given ;  haz'e  to 
(not,  hafter),  used  to  (not,  jisefer)  ;  declarath'c.  interrogative,  imperative,  ex- 
clamatory. 

Subjects  for  Composition. 

How  to  get  a  book  from  the  oublic  library;  Why  I  am  a  member  of  the 
Red  Cross ;  An  evening  with  the  Camp  Fire  girls  ;  When  our  house  caught  fire ; 
How  to  make  a  paper  drinking  cup;  How  to  put  in  a  sleeve;  Killing  a  snake; 
Learning  to  skate;  An  afternoon  with  Robin  Hood;  The  story  of  Lord  Ullin's 
daughter  from  her  point  of  view. 

For  Dramatization — The  Robin  Hood  stories;  The  Bird's  Christmas 
Carol  (parts). 

For  Picturing — Picture  what  you  see  at  this  moment  in  the  story: 
"Oh,  come  ye  in  peace  here,  or  come  ye  in  war. 
Or  to  dance  at  our  bridal,  young  Lord  Lochinvar?" 

Scott:   Young  Lochinvar. 
Picture  one  moment  from  "An  Incident  of  the  French  Camp"  as  if  you  caught 
it  with  a  kodak.     Show  the  background  in  general  and  the  principal  characters 
in  detail. 


158  LANGUAGE  AND  COMPOSITION — SIXTH   YEAR. 

Prom  Nature  Study— What  a  spider  can  do  (Report  of  observation) ;  My 
warfare  against  flies;  The  story  of  a  morning-glory  vine;  The  story  of  one  of 
the  constellations ;  The  birds  that  visit  us  and  why  they  come ;  How  my  room  is 
ventilated;  Why  I  do  not  have  colds;  A  case  of  measles  and  what  it  led  to; 
What  the  Government  does  to  protect  the  health  of  the  soldiers;  Algae,  on  the 
pond  and  under  the  microscope;  My  spring  garden. 

Letters— (See  Grade  III)  ;  A  letter  to  your  grocer  asking  if  he  will  take 
any  of  your  garden  stuff;  to  the  Department  of  Agriculture  at  Washington, 
asking  for  some  bulletins,  etc. ;  to  a  merchant  in  town,  asking  for  Saturday 
employment;  to  a  farmer  asking  for  work  on  a  farm  during  the  summer'; 
Robin  Hood  writes  Little  John  an  account  of  his  latest  joke  on  the  Sheriff 
of  Nottingham;  The  Sheriff  writes  King  Henry  an  account  of  the  same  incident. 
The  elder  sister  in  "Snowbound"  writes  a  letter  to  her  cousin  in  Georgia. 

Standards  in  Written  Work. 
Something  Useful  I  Have  Made. 

One  day  I  thought  I  would  make  a  gocycle  to  run  errands  for  my  mother. 
I  took  my  old  skates,  tore  them  apart,  and  nailed  them  to  a  board  to  put  my 
foot  on.  Then  I  got  another  board  and  a  crosspiece  to  guide  it.  One  day  I 
broke  it  and  couldn't  ride  it  any  more.     So  now  I  walk. 

(Although  decidedly  shorter  than  the  average  composition  for  sixth  grade 
and  not  quite  clear  in  one  particular,  the  composition  is  included  because  of 
the  personal  touch.) 

ALTERNATION — Sixth  Year  Language  should  be  taught  the  school  year  1919-20,  and 
each  alternate  year  thereafter;  Fifth  Year  Language  should  be  taught  the  school  year 
1918-19    and    each    alternate    year    thereafter. 

First  Month. 

Habits  of  Speech — Drill  on  errors  noted  for  earlier  grades,  as  needed, 
especially  errors  in  the  use  of  may,  lie,  sit,  rise;  in  the  articulation  of  final  g's, 
t's,  d's  and  in  the  pronunciation  of  short  e's.  Add :  Special  drill  on  the  present 
and  past  verb  forms:  lie,  lay,  sit,  sat,  drive,  drove;  "very  (or  really)  good", 
"J^red",^  "happy",  etc.,— never  "real  good",  etc. ;  eliminate  use  of  "them"  for 
"thqse" ;  "thinking  of  going", — never,  "a'thinkin'  0'  goin'" . 

Technicalities  in  Writing — Those  noted  for  earlier  grades, — specially 
spelling  of  plural  forms  of  nouns  and  possessive  forms  of  nouns  and  pronouns; 
"the  boys'  and  the  girls'  hats",  "the  boys'  and  girls'  school". 

Grammar — The  Sentence:  defined, — the  expression  of  a  complete  thought 
in  words;  to  be  clearly  distinguished  from  groups  of  words  that  are  onlv  parts 
of  sentences,  phrase  and  clause  (though  these  terms  not  to  be  used). 

Prose — Robin  Hood  (Howard  Pyle). 

Poetry— Lord  Ullin's  Daughter  (Campbell),  The  Skeleton  in  Armor  (Long- 
fellow), *Under  the  Greenwood  Tree  (Shakespeare),  La  Belle  Dame  sans 
Mercy  (Keats). 

Picture — The  Mill — Rttysdael. 

Second  Month. 

Habits  of  Speech — Add  :  ring,  rang,  sing,  sang;  "I  am  taller  than  he  (or 
sJie)",— not,  "I  am  taller  than  him  (or  her)";  "many", — not,  "minny" ;  short 
vowels  in  general. 

Technicalities  in  Writing — Add :  Capitals  for  such  words  as  lake,  riz'er, 
street,  etc.,  when  used  as  part  of  a  proper  name;  spelling,  declarative,  inter- 
rogative, imperative,  e.xclaniator\. 

Grammar — Kinds  of  sentences,  according  to  the  meaning:  declarative,  inter- 
rogative .imperative,  exclamatory;  (or.  merely  declarative — including  imperative 
— and  interrogative. — as  recommended  by  the  Committee  on  Uniform  Gram- 
matical Terminology). 

Prose — Robin  Hood. 

Poetry— *My  Heart's  in  the  Highlands  (Scott),  Hie  Away  (Scott),  Young 
Lochinvar  (Scott),  Hiawatha  (Longfellow). 

Picture — Sheep — Autumn — Mauve. 


LANGUAGE  AND  COMPOSITION —  159 

Third  Month. 

Habits  of  Speech — Add  :  See,  saw,  drink,  drank  ;  "John  went", — not^  "John, 
he  ivent". 

Technicalities  in  Writing — Add  :  Capital  letters  for  names  of  religious 
denominations  and  political  parties. 

Prose — Robin  Hood. 

Poetry— Allen-a-Dale  (Old  Ballad.  In  Heart  of  Oak,  V),  Allen-a-Dale 
(Scott,  from  "Rokeby".  in  Heart  of  Oak,  VI),  Song  of  the  Elfin  Miller  (Allan 
Cunningham,  in  Open  Sesame  I),  The  Leak  in  the  Dike  (Phoebe  Cary). 

Picture — Embarkation  of  the  Pilgrims — Weir. 

Fourth  Month. 

Habits  of  Speech — Add:  Do,  did,  done,  drag,  dragged;  "went  well  (other 
acts), — not,  "went  fine",  etc.;  "where". — never,  "whiir". 

Technicalities  in  Writing — Add:  Spelling — plural  of  nouns  that  end  in  o; 
spelling:  where. 

Prose — The  Bird's  Christmas  Carol  (Wiggin). 

Poetry — *Christmastide  (Richard  Burton),  A  Christmas  Carol  (Old  En- 
glish, in  Open  Sesame  I),  Rosabelle  (Scott,  in  Pepplier,  "A  Book  of  Famous 
Verse"),  Annan  Water   (Anonymous,  in  Repplier). 

Picture — Christmas  Chimes — Blash field. 

Fifth  Month. 

Habits  of  Speech — Add:  Take,  took,  ran,  run,  ask,  asked;  "very  sick", — 
never,  "bad  sick";  "again", — never,  "agin". 

Technicalities  in  Writinc — Add:   Proper  writing  of  P.  S. ;  spelling:  again. 

Prose — None. 

Poetry — Snowbound  (*Parts)  (Whittier),  *Today  (Thomas  Carlyle),  The 
Grasshopper  and  the  Cricket  (Keats),  You  are  Old,  Father  William  (Lewis 
Carroll),  Jock  of  Hazelden  (Scott,  in  Repplier),  The  Lass  of  Lochroyen  (old 
ballad,  in  Repplier). 

Picture — St.  Michael  and  the  Dragon — Gnido  Reni. 

Sixth  Month. 

Habits  of  Speech — Add:  Give,  gave,  begin,  began,  come,  came;  "He  is  as 
tall  as  I", — never,  "as  me'' ;  "have  to",  "used  to", — never,  "hafter"  "useter". 

Technicalities  in  Writing — Add :  Spelling,  any  of  the  irregular  plurals 
of  nouns  not  already  given,  but  needed ;  hare  to ;  tised  to. 

Prose — None. 

Poetry — The  Courtship  of  Miles  Standish  (Longfellow),  The  Song  of  the 
Camp  (Bayard  Taylor),  *Annie  Laurie,  The  Flag  (Macy,  in  Elson  (Grammar 
School  Reader  II),  Ye  Mariners  of  England  (Campbell),  Fair  Helen  of  Kir- 
connel   (Unknown,  in  Heart  of  Oak,  VI). 

Picture — Washington  Crossing  the  Delaware — Leutze. 

Seventh  Month. 

Habits  of  Speech — Add:  Attack,  attacked,  drown,  drowned;  they  won't 
have  any  time  to  stay", — never,  "won't  have  no" ;  "Mary  feds  bad", — not,  "feeh 
badly". 

Technicalities  in  Writinc — Nothing  to  add. 

Prose — Birds  and  Bees  (Burroughs). 

Poetry — *The  Voice  of  Spring  (Hemans),  The  Legend  of  Bregenz  (Adel- 
aide Procter),  *An  Incident  of  the  French  Camp  (Browning),  The  Builders 
(Longfellow),  Columbus   (Joachin  Miller). 

Picture — A  Distinguished  Member  of  the  Humane  Society — Landseer. 

Eighth  Month. 

Review — With  special  drill  on  weak  points. 

Definite  Results  to  be  Attained  by  End  of  Sixth  Year — Minimum  re- 
sults required  from  pupils  for  graduation  from  sixth  grade: 


l60  ARITHMETIC — SIXTH    YEAR. 

Ability  to  speak  clearly  and  distinctly  a  half  dozen  or  more  related  sen- 
tences on  a  familiar  subject,  arranged  with  some  attention  tc  order. 

Ability  to  write  a  short  paragraph,  with  the  beginning  and  the  end  of  each 
sentence  correctly  marked. 

Ability  to  write  and  address  in  correct  form  both  a  friendly  and  a  business 
letter. 

Additional  results  that  should  be  attained :  Practical  mastery  of  the  matters 
of  capitalization  and  punctuation  noted,  and  the  spelling  of  the  possessive  forms 
of  nouns  and  pronouns. 

A  high  standard  in  those  speech  habits  drilled  on,  and  in  spelling  the  words 
of  the  written  vocabulary. 

Ability  to  keep  present  and  past  time  straight,  and  to  use  correctly  the 
present  and  past  forms  of  a  dozen  or  more  verbs  drilled  on. 

Some  ability  in  the  use  of  details  for  interest.- 

Prose — Sharp  Eyes  (Burroughs). 

Poetry — The  Ruby-crowned  Kinglet  (Van  Dyke),  The  Blue  and  the  Gray 
(Finch),  Lady  Clare  (Tennyson),  The  King  of  Denmark's  Ride  (Caroline 
Elizabeth  Norton,  in  Repplier),  John  Gilpin's  Ride   (Cowpe''^. 

Picture — The  Lake — Corot. 


ARITHMETIC. 

ALTERN.-\TION — If  desired,  the  sixth  year's  work  in  arithmetic  may  be  alternated  with 
the  fifth  year's  work.  In  case  this  is  done,  teach  the  sixth  year's  work  the  school  year 
1919-20  and  each  alternate  year  thereafter. 

A  beginner  in  manual  training  may  be  set  to  making  first  a  rough  box 
in  which  he  uses  the  ruler,  saw.  and  hatchet,  next  an  article  in  which  a  saw 
and  plane  are  used,  next  one  demanding  saw,  plane  and  chisel.  To  the  pupil 
his  course  is  a  series  of  projects,  or  articles  to  be  made.  Tc  the  teacher  who 
planned  the  course,  it  is  a  series  of  tool-processes  of  progressive  difficulty.  The 
pupil  is  interested  in  the  article  and  acquires  skill  in  the  making  of  it.  The 
teacher  aims  at  skill.  Accordingly  while  he  spends  some  time  in  explaining  the 
construction  and  care  of  the  tools  as  a  guide  to  their  intelligent  use,  he  relies 
chiefly  upon  his  series  of  interesting  projects  as  the  means  of  securing  skill. 

Similarly  in  arithmetic  the  teacher  is  aiming  at  fkill  in  arithmetic  pro- 
cesses and  their  application,  and  he  will  plan  and  state  a  course  of  study  largely 
in  terms  of  these  processes.  He  will  spend  some  time  in  explaining  the  pro- 
cess and  showing  its  relation  to  other  processes,  in  order  thai  the  process  may 
be  applied  intelligently;  but  he  will  expect  to  secure  skill  through  a  well-graded 
interesting  series  of  practical  problems.  The  excellence  of  the  teacher  of 
arithmetic  is  to  be  measured  by  the  series  of  problems  that  he  invents,  collects, 
and  arranges  to  give  suitable  practice.  In  this  course  of  study,  space  permits 
of  only  a  few  suggestions.  Textbooks,  educational  journals  teachers'  classes 
must  do  the  rest.  These  problems  must  first  enable  the  pupil  to  understand  and 
control  his  environment,  second,  give  him  outlook  and  appreciation  of  the 
larger  world. 

The  work  of  the  sixth  year  deals  chiefly  with  denominate  numbers  and  more 
difficult  measurements.  Simple  problems  in  percentage  and  its  common  appli- 
cations should  occupy' about  one-fourth  of  the  year.  More  difficult  topics  in 
fractions  and  decimals  are  taken  up. 

If  the  teacher  has  a  little  acquaintance  v/ith  algebra,  he  may  profitably 
introduce  the  literal  notation,  solve  the  general  problem  under  each  subject  and 
discuss  the  result  as  a  general  formula  for  all  solutions  in  this  type  of  problem. 

First  Month. 

Review — Review  reading  and  writing  of  decimal  fractions  to  ten-thousandths, 
and  multiplication  of  decimals. 

Measures — Lay  off  a  rod  on  the  school  house  floor.  Teach  its  relation  to 
the  yard,  foot  and  mile.  Measure  the  school  yard  in  rods,  the  width  of  the 
road   or   street.     Number   of    feet   in   a   mile.     On   a   familiar    road   or    street 


ARITHMETIC — SIXTH    YEAR.  l6l 

designate  some  portion  tliat  is  a  mile  in  length.  Pupils  should  step  off  various 
distances  about  the  school  house  and  compute  approximate  value  in  rods. 

Denominate  Numbers — Write  tables  of  long  measure,  liquid  measure,  and 
dry  measure.  Reduction  of  compound  denominate  numbers  to  lower  units,  to 
higher  units.  Addition  of  compound  numbers ;  multiplication  of  same.  Com- 
pare with  similar  operations  with  integers  and  mixed  numbers. 

Teach  the  so-called  straight-line  or  unitary  analysis  for  the  solution  of  prob- 
lems involving  several  steps  in  multiplication  and  division.  Keep  daily  record 
of  noonday  temperature  and  make  out  weekly  average. 

Second  Month. 

Denominate  Numbers — Subtraction  of  compound  numbers.  Partition  of 
compound  numbers.  Compare  with  same  operations  in  integers  and  mixed 
numbers.  Teach  the  method  of  finding  the  difference  between  two  dates  by 
subtracting  dates.  ^ 

Have  children  compute  their  individual  ages  on  say,  October  15,  and  their 
average  age. 

Measures — Draw  a  square  rod — scale  one  inch  to  a  yard — and  note  the 
number  of  yard-squares,  the  number  of  half-squares  and  the  quarter-square 
in  ^e  corner.  Multiply  5^  by  5^  and  notice  what  part  of  the  diagram  each 
part  of  the  product  represents.  Make  four  steps  of  the  multiplication  as  in 
multiplying  68  X  32. 

Mark  off  a  squai'e  rod  on  the  school  yard.  Teach  the  acre  as  an  area  of 
no  particular  shape  but  always  containing  160  square  rods.  What  part  of  an 
acre  is  the  school  yard?  How  long  a  piece  of  a  road  40  ft.  wide  equals  an  acre? 
Note  40-acre  fields  in  the  neighborhood.  Compute  yields  per  acre  of  crops_  on 
neighboring  farms,  or  on  garden  plots  tended  by  pupils.  Acres  in  a  section, 
half  section,  and  quarter  section. 

Decimals— Reduce  i/^,  y^,  %,  Ya,  M,  Vs,  Vs,  Ys,  Ye,  Ys^  to  decimal 
hundredths.     Find  these  parts  of  numbers. 

Percentage — Teach  that  "per  cent"  means  hundredths ;  that  100  per  cent 
of  a  thing  is  all  of  it;  that  so  per  cent  of  anvthing  is  half  of  it.  Similarly  show 
that  Y3  =  33Y3%,    Y4  =  25%,    Ys  =  20%,    etc. 

Reduce  per  cents  to  common  fractions.  In  particular  show  that  50%  :=  ^, 
25%  =  Y,  33Yi%  =  /^,  etc.  Then  to  find  such  per  cents  as  25%  of  820  use 
this   form  :  25%   of  820  =  Y  oi  820  =  205. 

Reduce  per  cents  to  decimals.  Find  per  cents  of  numbers.  To  find  7%  of 
450  use  this  form  : 

7%of  450  =  .07X450  =  31-50  450 

.07 


31.50 
Third  Month. 

Denominate  Numbers — Measure  one  compound  number  by  another.  Note 
that  both  must  be  changed  to  simple  numbers  of  the  same  unit.  Compare  with 
measurement  by  a  fraction  or  a  mixed  number  where  each  is  changed  to  an 
equivalent  fraction,  and  the  resulting  fractions  have  a  common  fractional  unit. 

Learn  table  of  Avoirdupois  weight  and  its  use. 

Measures — How  many  hills  of  corn  to  the  acre  if  hills  and  rows  are  4  feet 
apart?  3  feet  8  inches?  3  feet  6  inches?  Count  the  stalks  in  one  hundred  hills 
including  missing  hills?  What  per  cent  of  the  hills  are  missing?  The  stalks 
number  what  per  cent  of  300?  Husk  and  weigh  the  corn.  Compute  the  yield 
per  acre.     At  this  rate  what  would  a  perfect  stand  have  yielded? 

Percentage — Reduce  common  fractions  to  per  cents  by  two  methods.  Point 
out  that  in  the  statement  7  is  25%  of  28,  there  are  three  numbers.  Since  any 
one  of  them  may  be  lacking,  we  have  three  types  of  problems:  (a)  What  is 
25%  of  28?     (b)   7  is  what  per  cent  of  28?     (c)   7  is  25%  of  what  number? 

Teach  how  to  find  the  missing  factor  when  the  product  of  two  factors  and 
one  factor  are  given.     Show  that  to  solve   (a)   we  find  the  product  of  28  and 


l62  ARITHMETIC — SIXTH   YEAR. 

25%.     Then  show  that  to   solve    (&)    and    (r )    we   divide   the   product   by  the 
given  factor. 

Solve    many    simple    problems    in    percentage    through    fractions    using    the 
rates  equivalent  to  Ys,    H,    H>    %>    H2,    Vie,  etc. 

Fractions — Problems    in   adding   and   subtracting   mixed    numbers.     Teach 
best  form. 

Fourth  Month, 
Denominate   Numbers — Problems   in  painting,   plastering,   and   calcimining 
walls  and  ceilings  at  current  prices  per  square  yard. 

Percentage — Solve  problems  of  all  three  percentage  types.     Point  out  the 
similarity  in  form  of  problems  in  percentage  and  in  fractions. 
What  is  ^  of  30? 
What  is  2%  of  30? 
30  is  how  many  ninths  of  45? 
30  is  how  many  per  cent  of  500? 
12  is  54  of  what  number? 

Find   the   per   cent   of    change    from    week  to   week   in   the  average 
temperatures ;  compute  per  cent  of  attendance,  etc. 
Multiplication — Review  or  teach  these  short  processes : 
To  multiply  bj^  a  power  of  10  by  annexing  ciphers. 
To  multiply  by  a  number  a  little  less  than  a  power  of  10. 
98  times  356  35600  (=  100  X  356) 

712  (=2X356) 


_.        (=98X356) 
To  multiply  by  an  aliquot  part  of  100. 
37y2  times  356.    371^  =  5^  of  lOO. 
8)35600  (=  100X356) 

4450  (=  I2y2  X356) 
3 


13350  (=  375^  X  356) 

Fifth  Month. 

Measures — Cost  of  enough  new  blackboard  for  school  room.  Hyloplate 
at  12  cents  per  square  foot ;  natural  slate  at  30  cents.  Cost  of  papering  the 
school  room.  Use  paper  hangers'  rule,  3  rolls  to  100  square  feet.  Show  the 
reason  for  this  rule. 

Carpeting — Cost  of  covering  school  room  floor  with  coco  matting  at  current 
price  per  square  yard.     Is  there  waste?     Are  more  yards  of  carpet  needed? 

Fractions — Problems  involving  increase  or  decrease :  Eighteen  children  are 
in  school  today  which  is  one-eighth  more  than  yesterday.  What  was  yesterday's 
attendance? 

Mabel  after  spending  ^  of  her  money  has  sixty  cents  left.  What  had  she 
at  first?  Notice  that  in  such  problems  the  original  value,  size,  age,  number, 
etc.,  is  the  base  of  which  a  fraction  is  taken. 

Percentage — Gain  and  loss.     See  to  it  that  in  all  discussion  of  percentage 

problems  the  full  phrase  per  cent  of  ,  is  used.     Most  errors  in  thinking 

in  percentage  come  from  forgetting  what  the  base  is. 

Measurement — Reduce  569  inches  to  feet  and  yards  by  dividing  first  by 
12,  then  by  3.    The  first  remainder  is  5  what?    The  second  is  2  what? 

Divide  992  by  63  by  dividing  first  by  9,  then  by  7.  The  first  remainder  is 
2  what?    The  second  is  5  what?     What  is  the  entire  remainder? 

Partition  of  fractions  reviewed. 

i/^  of  %  =:  %.    By  dividing  number  of  fractional  units, 
i/^  of  %  =  %.■!.     By  dividing  size  of  fractional  units. 
%  oi  %  =  %  oi  y  oi  ^/!  =  %  oi  ^  =  %h-     By  dividing  the  number 
of   fractional   units  by   one   factor   of   divisor,   the   size   of  the   fractional 
units  bv  the  other  factor. 


GEOGRAPHY — SIXTH    YEAR.  163 

Sixth  Month. 

Fractions — Measurement  by  a  fraction.  Show  that  if  i  be  divided 
(measured)  by  a  fraction,  the  quotient  is  the  fraction  inverted,  i  -^-  ^  = 
%-^  3,4,z=:  %.  Illustrate  by  means  of  a  divided  line,  or  folded  sheet.  Practical 
problems  like  this:    At  $yi  per  yard,  how  many  yards  will  $1  buy?     $4?     $7>^? 

Hence  to  measure  by  a  fraction,  multiply  the  inverted  divisor  by  the 
number  of  ones  in  the  dividend.     Solve  many  problems  of  this  type. 

Complex  Fractions — Definition,  reading,  mode  of  simplification.  Teach 
that  multiplying  the  dividend  and  divisor  by  the  same  number  does  not  change 
the  quotient.  Then  simplify  complex  fractions  by  multiplying  both  terms  by 
the  same  number. 

Percentage — Compound  discounts.  Problems  in  commission  drawn  from 
tax  collection,  sales,  etc. 

Measures — Lumber  measure.  Problems  in  fencing,  flooring,  shingling. 
Review  of  angle  measure. 

Seventh  Month. 

Interest — Computation  for  years,  for  months.    Much  practice. 

Teach  these  Principles — If  A=  5^  of  B  then  B  =  %  of  A.  If  A  is 
J4  more  than  B,  B  is  what  fraction  less  than  A?  Similar  questions  in  per  cents. 
Solve  such  problems  as,  28  is  ji  of  what  number?  Show  that  if  28  is  ji 
of  X.  X  is  %  of  28. 

Time  Measure — The  calendar.  How  to  find  the  difference  between  dates. 
Problems  in  cost  of  growing  crops  with  probable  yields  and  selling  prices. 

Eighth  Month. 

Interest — Computation  for  years,  months  and  days. 
Decimals — Writing  and  reading  complex  decimals.     Notice: 
.0%  =  one-fourth  of  a  tenth. 
.3^  ^  three  and  one-fourth  tenths. 
300.010  =  three  hundred  and  ten  thousandths. 
,310  1=  three  hundred  ten  thousandths. 
.0300  =  three  hundred  ten-thousandths. 
Addition  and  subtraction  of  complex  decimals. 
Fractions— Add  ^  +  J^ ;    Vs  +  %;    Va  \^^\    ^/«  +  i/&. 
Show  why  the  sum  is  the  sum  of  the  denominators  divided  by  their  product. 
Similarly  teach  mode  of  finding  the  sum  of  two  fractions  with  same  numerator; 
difference  of  two  fractions  with  numerator  i ;  difference  of  two*  fractions  with 
same  numerator  other  than  i.     Spend  rest  of  month  upon  a  good  list  of  miscel- 
laneous problems. 


GEOGRAPHY. 
Introduction. 

The  study  of  Home  Geography  in  fourth  year  and  the  World  as  a  Whole 
in  fifth  year  has  prepared  for  a  detailed  study  of  continents  in  sixth,  seventh, 
and  eighth  years.  The  course  for  these  three  years  gives  a  definite  study  of 
each  continent,  and  the  work  should  give  pupils  a  training  in  geography  which 
will  result  in  an  understanding  of  the  geographic  controls  in  the  various  regions 
of  the  earth.  There  should  be  an  accumulation  of  abundant,  interesting,  and 
valuable  information,  well  organized  and  readily  applicable  to  general  reading 
and  to  further  school  work. 

Pupils  should  be  taught  to  think  geographic  facts  out  upon  the  real  earth 
into  relationships  as  they  actually  exist.  Free  use  should  be  made  of  textbook, 
supplementary  reading,  outline  maps,  atlases,  wall  maps,  and  pictures. 

NORTH  AMERICA. 
Topics  by  Months. 

I.    Latitude    and    Longitude ;    North    America,    its    place    among    the 
continents. 

II.    United  States  as  a  Whole ;  New  England  States. 


164  .  GEOGRAPHY — SIXTH   YEAR. 

[II.  Middle  Atlantic  States;  Southern  States. 

IV.  Central  States ;  Special  study  of  Illinois. 

V.  Western  States ;  Possessions  of  United  States. 

VI.  Canada:  Newfoundland;  Mexico. 

VII.  Central  America;  Canal  Zone;  West  Indies. 

VIII.  North  America,  a  Continent  Study;  United  States,  a  Comparative 
Study. 

ALTERNATION — If  desired,  the  sixth  year's  work  in  geography  may  be  alternated 
with  the  tifth  year's  work.  If  this  is  done,  teach  the  sixth  year's  work  the  school  year 
of    1919-20    and    each    ahernate    year    thereafter. 

First  Month. 

Latitude  and  Longiturc;  North  America. 
I. — Definitions. 

Illustrate  on  globe,  on  world  maps,  and  by  drawing,  showing  differ- 
ences on  globe  and  on  map:  axis,  poles,  equator,  parallels;  tropic  of  cancer, 
tropic  of  Capricorn;  arctic  circle,  antarctic  circle;  torrid  zone,  north  temperate 
zone,  south  temperate  zone,  north  frigid  zone,  south  frigid  zone ;  meridian, 
meridian  circle,  prime  meridian;  circular  measure,  circumference,  degree,  minute, 
second;  latitude,  north  latitude,  south  latitude;  longitude,  east_  longitude,  west 
longitude.  A  clear  understanding  of  these  terms  is  necessary  in  all  geography 
work.  They  should  be  made  clear  by  study  of  globe  and  maps,  and  by  imaging 
them  upon  the  real  earth. 

II. — Introductory  Facts. 

See  appendix  of  text.  Many  number  facts  in  geography  should  be  re- 
membered in  round  numbers,  that  is  the  first  two  figures  at  the  left  are  used, 
the  others  being  changed  to  ciphers. 

1.  Size  of  earth  ;  diameter,  circumference. 

2.  Proportion  of  earth's  surface  covered  by  water,  by  land. 

3.  Arrangement  of  land  and  water;  more  land  in  northern  than  in  southern 
hemisphere. 

4.  Names  of  continents  in  order  of  size;  names  of  oceans  in  order 
of  size. 

5.  World  drainage ;  more  land  in  Atlantic  than  in  Pacific  slope,  about  one- 
fourth  of  world's  area  in  interior  drainage. 

III. — Place  of  North  America  Among  the  Continents. 

1.  Compare  with  other  continents  as  to  : 

(a)     Size  and  population. 

(&)     General  shape;  direction  of  main  axis. 

(r)     Coast ;  islands  and  indentations. 

\d)     Main  rivers,  size  and  direction  of  flow;  lakes,  number  and  size. 

2.  Direction  and  distance  from  center  of  each  of  the  other  continents. 

3.  North  America  and  Europe  compared  as  to  latitude.  Transpose  map  of 
Europe  on  map  of  North  America. 

Second  Month. 
United  States  as  a   Whole;  New  England. 
1. — United  States  as  a  Whole. 

1.  Groups  of  states,  number  in  each  group,  total  number. 

2.  Surface  Features : 

(a)     Location  and  extent  of  plains,  plateaus,  and  highlands, 
(fc)     Division  into  physiographic  regions;  states  in  each, 
(f)     Glaciation  and  its  results. 

3.  Climate :  distribution  of  temperature  and  rainfall ;  relate  to  surface 
features. 

4.  Drainage :  location  and  extent  of  large  river  basins  ;  interior  drainage ; 
slopes  to  oceans  and  gulf. 

IT. — New  England  States. 

1.  Names  of  six  states;  surface;  coast;  rivers. 

2.  Industries:  lumbering:;  fishing:;  quarrying;  manufacturing. 


GEOGRAPHY — SIXTH    YEAR.  165 

3.  Cities :  location  with  advantages  for  particular  industries.  Learn  at 
least  ten  cities  with  state  in  which  located. 

Third  Month. 

Middle  Atlantic  States;  Southern  States. 
I. — Middle  Atlantic  States. 

1.  Names  and  location  of  states. 

2.  Surface,  coast,  rivers,  fall  line. 

3.  Industries:  agriculture;  mining;  manufacturing  with  characteristic  pro- 
ducts ;  relate  the  distribution  of  each  industry  to  natural  advantages.  Location 
of  coal  fields  with  production  by  states. 

4.  Cities:  manufacturing,  advantages  of  location;  cities  on  fall  line;  sea- 
ports with  commerce.    List  of  twenty  cities  with  states. 

5.  Transportation ;  railroad  and  canals  with  their  relation  to  the  develop- 
ment of  the  section. 

IL — Southern  States. 

1.  Number  and  location  of  states. 

2.  Surface;  coast ;  drainage. 

3.  Industries :  agriculture  with  characteristic  crops ;  lumbering  with 
products;  mining  , location  of  regions  with  output;  manufacturing  centers  and 
products. 

4.  Cities.    List  of  ten  with  location  and  commercial  importance. 

Fourth  Month. 

Central  States;  Special  Study  of  Illinois. 
I. — Central  States. 

1.  Names  and  location  of  states. 

2.  Surface;  drainage. 

3.  Industries  :  agriculture  with  large  production  of  cereals,  location  of  corn 
and  wheat  belts ;  relation  to  livestock  industry ;  mining  with  regions  of  coal  and 
iron,  output  by  states ;  manufacturing,  important  centers  with  advantages  as  to 
raw  materials  and  transportation. 

4.  Cities  :  lake  and  river  ports,  their  location  and  importance,  inland  cities. 
Learn  twenty  cities  in  this  group  with  location  and  interesting  facts  concern- 
ing each. 

5.  Transportation :  railroads  and  railroad  centers ;  lake  and  river  routes. 
The  relation  of  these  to  the  development  of  the  Central  States. 

II. — Home  State — Illinois. 

1.  Treat  Illinois  as  a  geographic  unit  with  constant  comparison  with  states 
and  groups  of  states  studied  during  the  year. 

2.  Base  work  on  Illinois  supplement  in  textbook,  supplemented  by  free 
state  publications :  Bulletin  123,  Agricultural  College,  Urbana,  Illinois ;  Bulletins 
15,  26,  27,  State  Geological  Survey,  Urbana,  Illinois;  base  map  of  Illinois,  State 
Geological  Survey,  railroad  map.  Public  Utilities  Commission,  Springfield,  Illinois. 

3.  Follow  usual  method  of  study  for  a  definite  geographic  unit. 

(a)  Location  and  size. 

(b)  Surface  and  drainage. 

(c)  Climate. 

(d)  Natural  vegetation. 

(e)  Mineral  resources. 
(/)  Agriculture. 

(g)     Manufacturing:  advantages,  leading  cities  with  products. 
(h)     Transportation  by  river,  canal,  lake,  railroad ;  railroad  centers. 
(i)     Government  and  education. 
(/)     Thirty  or  more  cities. 

4.  This  study  should  make  Illinois  stand  out  as  a  definite  area,  ready  for 
instant  use  in  any  comparative  studies  in  geography. 


l66  GEOGRAPHY — SIXTH    YEAR. 

Fifth  Month. 

Western  States;  Possessions  of  the  United  States. 
I. — Western  States. 

1.  Names  of  states;  location;  extent. 

2.  Surface;  drainage;  rainfall. 

3.  Industries  :  tishing  with  centers  of  salmon  canning ;  lumbering,  compared 
with  other  sections;  forest  reserves;  mining,  location  of  industry  with  produc- 
tion of  minerals  by  states;  agriculture,  products  and  irrigation;  fruit-growing 
centers  and  importance. 

4.  Cities  :  grouping  with  reasons ;  important  Pacific  ports ;  relation  to  rail- 
roads.   Learn  ten  with  states. 

5.  Scenery :  mountain  and  desert ;  national  parks  with  features  of  interest. 

II, — Possessions  of  the  United  States. 

1.  Name,  location,  area,  population  of  each ;  direction  and  distance  from 
United  States. 

2.  Surface;  climate;  products  of  each. 

3.  Cities.    Learn  capitals  and  chief  cities  with  location. 

Sixth  Month. 

Canada;  Newfoundland  and  Labrador. 
I. — Canada. 

1.  Area,  population,  density  of  population  compared  with  United  States. 
Extend  49th  parallel  to  east  coast,  noting  the  above  facts  for  country  south  of 
this  parallel.    Do  same  with  area  south  of  45th  parallel. 

2.  Surface :  location  and  extent  of  plains,  plateaus  and  highlands. 

3.  Drainage :  number  of  large  lakes ;  direction  of  more  important  rivers. 

4.  Industries :  location  and  development  with  reasons ;  agriculture,  wheat, 
dairy  products,  fruit;  mining;  lumbering;  fishing;  manufacturing. 

5.  Cities :  location  and  importance  of  largest  ten. 

6.  Transportation :  ocean,  lake,  canal,  river  and  railroad ;  account  for 
number  of  transcontinental  railroads. 

7.  Government :  Canada's  part  in  the  World  War. 

II. — Newfoundland  and  Labrador.  _  * 

1.  Location;  advantages  for  chief  industries. 

2.  Capital  city;  life  among  inhabitants. 

Seventh  Month. 

Mexico,  Central  America  and  West  Indies. 
I. — Mexico. 

1.  Location ;  area ;  population  compared  with  the  United  States. 

2.  Surface  and  climate;  the  latter  afifected  by  zones  of  latitude  and  by 
altitude. 

3.  Industries  and  products:  mining;  agriculture;  their  development  related 
to  resources  and  character  of  people. 

4  Government:  unsettled  conditions  attending  recent  revolutions,  effect 
upon  people. 

5.     Cities :  location  and  importance  of  five. 

II. — Central  America. 

1.  Location;  names  of  six  republics  and  one  colony;  area  and  population 
compared  with  Illinois;   Central   America  a  region,  not  a  country. 

2.  Surface;  route  of  proposed  Nicaragua  Canal;  climate;  natural  vegetation. 

3.  Products  of  forest  and  soil. 

4.  Cities ;  three  of  most  important  with  location. 

III. — Panama  Canal  Zone. 

1.  Location  ;  extent ;  ownership. 

2.  Canal:  relation  to  Canal  Zone,  length,  width,  direction;  purpose, 
construction. 

3.  Operation  of  canal ;  advantages  to  United  States  and  to  other  countries. 


HISTORY— SIXTH    YEAR.  167 

IV. — West  Indies. 

1.  Location  and  extent  of  group. 

2.  Islands  of  three  divisions  ;  Greater  Antilles ;  Lesser  Antilles ;  Bahamas. 

3.  Surface;  climate;  products;  people. 

4.  Four  largest  islands  with  cities  and  government. 

Eighth  Month. 

North  America  and  United  States,  a  Comparative  Study. 
1. — North  America,  a  Comparative  Study. 

1.  Surface    features:    Cordilleran   highland;    Appalachian    highland;    Lau- 
rentian  plateau ;  Central  plain. 

2.  Climate :  distribution  of  temperature  and  rainfall,  relation  to  surface. 

3.  Vegetation:    zones    with    reasons;    characteristic   plant    and    animal    life 
of  each. 

4.  Population :  distribution  dependent  on  surface,  climate  and  natural  re- 
sources. 

II. — United  States,  a  Comparative  Study. 

1.  Industrial    study,    making   comparisons   with   other    countries   of    North 
America  and  of  the  world. 

(a)  Food  products :  corn,  wheat,  meat  products,  fruits,  sugar,  fish. 

(b)  Clothing  products  :  cotton,  livestock. 

(c)  Materials   for  manufacture:  coal,  iron,  lumber. 

2.  Transportation :  water  and  land  routes. 

3.  Population :  density  by  states  with  reasons  relative  to  surface,  climate, 
and  natural  resources. 


UNITED  STATES  HISTORY. 

Preliminary  Statement. 

Too  long  have  the  pupils  of  our  Elementary  schools  finished  their  training 
in  the  grades  with  the  half-conscious  impression  that  history  began  at  the  most 
only  shortly  before  the  discovery  of  America;  at  least  that  there  was  nothing 
back  of  that  worth  knowing;  certain  that  there  was  nothing  which  it  was  neces- 
sary to  know  in  order  to  understand  American  history  and  our  place  in  the 
world.  Happily  this  condition  is  passing.  Many  of  our  good  schools  have 
already  introduced  a  serious  study  of  the  European  Beginnings  of  American 
History  in  the  Sixth  grade.  There  is  no  longer  any  reasonable  doubt  that  it 
can  be  done  effectively.  It  is  approved  by  the  best  thought  of  today.  Suitable 
material  is  available.  Believing  that  it  is  bound  to  come  for  all  of  our  schools 
and  not  merely  the  best,  and  that  it  ought  to  come  now,  an  outline  of  a  year's 
work  devoted  mostly  to  the  European  beginnings  of  American  history  is  sub- 
mitted for  your  consideration. 

ALTERNATION — Sixth  Year  History  is  to  be  studied  the  school  year  of  1919-20,  and 
each  alternate  year  thereafter.     There   is  no  history  provided  for  the  fifth  year. 

OUR  ANCESTORS  IN  EUROPE. 

Part  I— The  Ancient  World. 

First  Month. 

1.  Greece,  the  Explorer  and  Teacher,  i.  The  country;  use  your  geog- 
raphies; a  peninsula  in  the  Mediterranean  Sea;  a  nation  of  sailors;  good 
harbors ;  short,  scattered  chains  of  steep  mountains ;  cliffs  and  headlands  drove 
the  people  to  the  sea;  many  nearby  islands. 

2.  The  peoples  of  the  Mediterranean.  Oriental  peoples  near  the  Greeks : 
Egyptians,  the  people  of  the  Nile  River  Valley;  dwellers  in  cities,  builders  of 
great  temples,  pyramids,  and  sphinx ;  their  writing,  pictures  for  alphabet,  and 
carvings  on  the  walls ;  compare  with  picture  writing  of  American  Indians ; 
makers  of  paper.  Assyrians,  Chaldeans,  and  Babylonians :  the  people  living  in 
the  Tigris  and  Euphrates  River  Valley  or  the  land  of  the  Two  Rivers,  or 
Mesopotamia ;    similar   to   the   Egyptians ;   their   City   of   Babylon ;    mounds   of 


l68  HISTORY — SIXTH    YEAR. 

buried  palaces  and  temples  found  in  the  country ;  clay  books  discovered  which 
looked  like  bricks  with  wedge-shaped  letters  for  alphabet.  Hebrews  :  the  people 
of  Palestine,  at  the  east  end  of  the  Mediterranean;  recall  the  Bible  stories; 
simple  shepherds  and  herdsmen;  believers  in  one  God;  Palestine  was  the  meet- 
ing place  of  traders  from  Egypt  and  the  Land  of  the  Two  Rivers,  or  Meso- 
potamia. Persians:  the  people  east  of  Mesopotamia;  great  fighters;  conqueroro 
of  Egyptians,  Mesopotamians,  and  Hebrews;  lovers  of  luxury.  Phoenicians: 
daring  adventurers  and  traders;  skilled  artisans,  makers  of  beautiful  cloth  and 
jewelry. 

3.  The  early  settlements  of  the  Greeks  :  on  Crete,  on  the  shores  of  Asia 
Minor,  in  the  country  of  Greece,  in  southern  Italy  and  Sicily;  sailors  and 
traders;  quick  to  learn  from  others;  later  settlements  on  the  Black  Sea;  a 
colony  carried  fire  from  the  home  city,  and  was  always  considered  a  Greek  city. 

4.  The  Greeks  at  home,  (a)  Sparta,  a  city  of  soldiers;  homes  were  simple 
log  houses  with  crude  furniture.  Lycurgus,  who  taught  the  Spartans  to  fight. 
Their  government  managed  by  a  few  leaders  or  an  oligarchy,  (b)  Athens,  at 
one  time  the  most  beautiful  city  in  the  world;  protected  by  a  wall  around  th" 
harbor,  and  the  city;  homes  simple  but  attractive,  with  gardens  or  a  court  in 
the  center;  market-place:  the  center  of  social  life  as  well  as  business;  products 
in  the  market :  salt  fish  from  the  Black  Sea,  goats'  meat,  and  mutton,  milk, 
cheese,  and  butter,  vegetables,  and  fruits,  wine  and  olive  oil  from  farms  near 
Athens ;  bread,  shoes,  hats,  vases,  armor,  swords,  knives,  and  pots  of  bronze 
and  iron  made  in  little  shops;  painted  scrolls,  and  fine  linen  from  Egypt;  medi- 
cines from  Africa;  ointments  and  perfumes  from  Arabia;  carved  ivory  combs, 
and  brilliantly  colored  rugs  from  distant  India ;  salt  and  dyestuffs  from  Spain ; 
tin  from  far-off  Britain,  the  ancient  name  for  England.  The  education  of 
Athenian  children:  elementary  schools  for  learning  music,  reading,  and  dancirg; 
the  great  teachers  of  Athens  :  Socrates  and  Plato.  The  government  of  Athens 
a  democracy,  or  a  nation  ruling  itself  and  by  representatives,  assembly  of  free- 
men ;  foreigners  could  never  become  citizens. 

5.  What  Greece  taught  the  world :  their  beliefs  about  the  natural  world  : 
myths  about  the  flowers,  trees,  rivers  and  lakes;  their  religion:  their  gods  of 
Mount  Olympus,  and  the  worship  of  their  heroes;  their  art:  the  builders  of 
beautiful  temples  for  the  worship  of  their  gods ;  carvers  of  lovely  statues,  and 
friezes,  delicately  tinted  or  colored;  painters  of  beautiful  pictures  on  the  walls  of 
their  temples  and  the  homes  of  the  rich ;  their  literature :  poems  about  great 
deeds;  plays  showing  their  life,  and  their  ideas;  the  first  written  account  of  the 
history  of  the  world  by  Herodotus  ;  famous  orations  :  the  Greek  alphabet  used, 
the  letters  a  growth  from  the  Phoenician,  Chaldean,  and  Egyption  writing;  paper 
made  like  the  Egyptian  paper,  and  parchment  used  for  books ;  their  Olympian 
games:  a  form  of  worship;  trials  of  strength,  wrestling,  running,  and  chariot 
races ;  the  olive  wreath,  a  sign  of  honor  to  the  victor. 

II.  Greek  Civilisation  Against  the  Power  of  Asia :  The  Persian  JVar. 
I.  Persia  and  Greece  contrasted,  (a)  Persia:  conqueror  of  Egypt  and  Meso- 
potamia, Phoenicia,  and  Palestine,  and  the  Greek  cities  in  Asia  Minor  and 
north  of  Greece;  a  strong  central  government,  (b)  Greece:  a  country  of  inde- 
pendent cities,  loosely  united  in  a  league. 

2.  The  Battle  of  Marathon,  490  B.  C,  the  meaning  of  B.  C.  as  the  time 
in  history  before  Christ's  birth;  the  battle  on  the  plain,  and  the  aid  against  the 
Persian  fleet  furnished  by  the  rugged  coast  of  Greece:  defeat  of  Persians. 

3.  Second  Persian  attack  on  Greece:  preparations  of  the  Athenian  fleet; 
the  Battle  of  Thermopylae :  the  bravery  of  the  Spartans  led  by  Leonidas ; 
Athens  deserted,  the  people  fled  in  safety;  the  Persians  in  Greece  and  destruc- 
tion of  Athens.  The  Battle  of  Salamis  :  the  Athenian  fleet  saved  Greece.  The 
Age  of  Pericles :  Athens  the  leader  in  the  Delian  League  of  friendly  Greek 
states;  the  city  rebuilt;  the  most  beautiful  in  the  world  at  that  time. 

4.  The  harsh,  selfish  rule  of  Sparta  in  Greece. 


HISTORY — SIXTH    YEAR.  169 

5.  The  rivalry  of  Sparta  and  Athens :  the  weakening  of  Greece.  (a) 
Spartan  envy  of  Athenian  power,     (b)   Conquest  of  Athens  by  Sparta. 

Second  Month. 

III.  Macedonia  Conquered  the  World,  (a)  Philip'  of  Macedon :  educated 
in  Athens:  conqueror  of  Greece,  (b)  Alexander  the  Great:  the  conqueror  of 
the  Persian  Empire  in  Asia.  His  virtues:  bravery,  generosity  to  his  enemies, 
simple  in  his  tastes  and  learning;  his  faults:  his  boastfulness,  his  vanity,  his 
bad  temper.  Results  of  his  conquests:  the  spreading  of  Greek  culture  and  art; 
the  increase  of  travel  and  trade  during  the  peaceful  part  of  his  reign ;  the  city 
of  Alexandria  in  Egypt  founded,  (c)  Greek  gifts  to  civilization:  the  wealth 
of  their  art,  literature,  and  philosophy.  The  love  of  sports,  and  contests.  The 
Greek  alphabet;  the  direct  ancestor  of  the  English  alphabet;  recall  the  Egyptian 
picture  writing,  and  the  Assyrian  wedge-shaped  letters. 

IV.  Italy  and  the  Romans,  i.  The  country  of  Italy:  locate  in  its  relation 
to  Greece;  use  your  geographies,  (a)  The  mountains  of  Italy:  the  Alps,  a  pro- 
tection in  the  north,  their  effect  upon  the  climate;  the  Apennines,  low-lying 
hills,  good  for  pastures  and  vineyards,  (b)  The  wide  plains:  fertile  farming 
land  of  the  Po  River  valley;  the  broad  plains  along  the  coasts. 

2.  The  peoples  of  Italy,  (a)  Early  stone  age  people:  like  American  In- 
dians, (b)  Italians:  invaders  from  eastern  Europe;  see  stories  of  Aeneas,  and 
Romulus  and  Remus.  A  simple  shepherd  people,  called  Latins  as  well  as 
Italians.  They  lived  in  mud  huts.  The  little  village  of  Rome  on  the  Tiber 
River  founded,  (c)  Etruscans:  sea  rovers,  perhaps  from  Asia  Minor;  traders; 
highly  civilized  city  people.  They  lived  north  of  Tiber  River  and  north  of 
the  Italians  in  part  of  Po  River  Valley,  called  Etruria.  (d)  Greek  colonists, 
in  Sicily  and  southern  Italy;  mainly  traders. 

3.  The  development  of  Rome,  and  conquest  of  Italy  by  the  Italians,  or 
Latins,  or  Romans  as  they  came  to  be  called,  (a)  Etruscans  of  Etruria  at  first 
conquered  the  Italians.  They  became  early  kings  of  Rome,  and  developed  the 
ideas  of  the  simple  Romans,  (b)  Development  of  Romans  as  traders  and  re- 
sults: met  Greeks;  the  influence  of  Greeks  on  religion  and  life  of  Romans,  (c) 
Romans,  masters  of  Italy:  conquered  first  the  Latin  villages;  their  struggle  nnd 
victory  over  Etruria ;  their  conquest  of  Greek  colonists  in  Sicily  and  Southern 
Italy,  (d)  Life  in  the  Roman  Republic.  The  government :  two  consuls  chosen 
bv  freemen ;  struggle  betw-een  common  people  called  plebeians  and  nobles  called 
patricians;  the  Gracchi  leaders  of  the  common  people;  general  assemblies 
formed;  the  tribunes,  defenders  of  the  people.  Home  life;  the  appearance  of 
the  city :  crooked  streets,  flat-roofed  houses :  see  "Ten  Boysi  of  Long  Ago"  for 
life  in  Rome.  Roman  religion  or  beliefs  about  the  world:  gods  more  warlike 
than  the  Greek  gods;  stories  of  the  beginning  of  Rome. 

Third  Month. 

V.  Rome  Conqueror  of  the  World,  i.  How  Rome  fought:  her  army; 
troops,  weapons  and  armor;  camp.  A  siege  of  a  city:  movable  tower;  catapults; 
guard  of  shields,  scaling  ladders.    The  making  of  a  fleet. 

2.  Carthage  in  Africa:  her  great  fleet;  her  possessions  in  Spain,  Sardinia, 
and  Sicily.  Hannibal  of  Carthage;  his  training;  his  defeat  of  the  Romans  and 
invasion  of  Italy;  his  seventeen  years  in  Italy.  Scipio  of  Rome:  his  attack  on 
Carthage;  the  withdrawal  and  defeat  of  Hannibal.  The  fall  of  Carthage:  her 
territory  taken  by  Rome ;  the  western  Mediterranean  owned  by  Rome. 

3.  Eastern  Mediterranean.  Macedonian  Empire  had  fallen  to  pieces  into 
Macedon,  Syria,  Egypt.  Greece  weak  from  division,  an  easy  victory  for  Romans. 
The  great  Roman  generals :  Sulla,  Marius,  and  Pompey ;  their  influence  on 
Roman  government, 

4.  Conquest  of  Gaul  or  France  of  today,  and  Britain  or  England.  Julius 
Caesar,  a  great  Roman  general.     His  conquests  of  Gaul  and  Britain. 

VI.  Rome.  Rider  of  the  World;  A  Change  in  Gover'tment  from  a  Re- 
public to  An  Empire,     i.  The  change  in  g-overnment :  senate  more  powerful, 


170  HISTORY — SIXTH   YEAR. 

patricians  wealthier,  plebeians  more  wretched;  the  slaves  crowded  out  the  free 
laborer;  discontent  of  Roman  provinces  from  selfishness  of  Roman  governors. 
Sulla  and  Marius,  and  their  selfish  rule  over  Rome.  Cicero,  the  Roman  o'rator 
and  Reformer.  Julius  Caesar:  his  plans  for  Rome;  his  enemies  and  death. 
Augustus  Caesar :  Rome  an  empire  which  means  a  country  owning  foreign 
territory  and  ruled  by  one  man. 

2.  How  Rome  ruled  the  world:  (a)  The  size  of  the  empire:  on  the  north 
the  Rhine  and  Danube  Rivers,  and  the  island  of  Britain;  eastward,  Asia  Minor, 
and  the  seacoast  of  the  Mediterranean;  south,  Egypt  and  a  fringe  of  north 
Africa  extending  to  the  desert.  (fc)  Organization  of  the  empire:  absolute 
power  of  emperor ;  Roman  law ;  ideas  from  military  rule,  and  from  the  absolute 
power  of  the  ruler  as  found  in  the  oriental  countries,  (c)  The  empire  became 
civilized :  Rome  learned  from  Greece ;  her  new  knowledge  was  taught  to  Gaul 
and  Britain;  the  Roman  roads;  fort  building;  her  houses  improved  and  books 
written;  her  great  commerce  developed. 

3.  Life  in  the  Later  Roman  Empire,  (a)  Oriental  luxury  and  oppression 
of  poor,  (b)  Selfishness  and  cruelty  of  emperors,  like  Nero,  (c)  Art  and 
literature,  imitated  Greece  and  the  Orient,  (d)  Change  in  religion :  Christ's 
birth  in  reign  of  Augustus  Caesar;  the  worship  of  Roman  gods  still  the  religion 
of  the  Roman  world ;  the  persecution  of  the  Christians  by  Roman  government ; 
Christian  missionaries ;  Roman  emperor  Constantine :  a  Christian  Emperor  in 
300  A.  D. ;  explain  that  A.  D.  came  from  two  Latin  words  meaning  after  the 
birth  of  Christ;  Roman  Christian  Church  developed;  it  was  modeled  after  the 
Roman  Empire. 

Part  II — Western  Europe. 

Fourth  Month. 

1.  The  Barbarian  Conquerors,  i.  The  early  Germans  or  Teutons:  located 
north  of  Roman  Empire;  a  nation  of  sturdy  fighters;  lived  in  no  settled  homes. 

2.  The  .conquests  by  the  Teutonic  German  tribes :  driven  on  by  wild  Huns 
of  Asia;  the  Goths  in  western  Roman  Empire;  the  Franks  in  Gaul;  the  Anglo- 
Saxons  in  Britain. 

3.  German  settlers  in  the  Roman  Empire:  learned  the  civilization  of  Rome; 
converted  by  the  Christians  :  the  ancestors  of  modern  European  nations. 

II.  Charlemagne's  Empire:  the  Union  of  the  Prankish  Kingdom  in  Gatd 
or  France,  and  the  Roman  Catholic  Church;  the  Final  Appearance  of  a  West- 
ern Roman  Empire,  i.  Extension  of  the  boundaries  of  the  Empire;  war  with 
the  Saxons  of  Germany;  the  Lombards  of  Italy.  Charlemagne  became  ruler 
of  Germany,  France,  Northern  Spain,  and  Italy.  He  was  crowned  Emperor 
of  Holy  Roman  Empire  800  A.  D. 

2.  How  he  ruled  his  empire,  (a)  He  spread  the  influence  of  the  Church ; 
made  laws  for  conversions  of  barbarians ;  collected  taxes  for  the  support  of 
the  Church,  as  well  as  for  his  emipre.  (&)  Protection  of  his  empire:  duty  of 
a  freeman  to  fight  or  furnish  arms  and  food.  On  the  east  strong  forts  and 
military  commanders  with  troops:  his  reserve  army,  (r)  His  government:  the 
beginning  of  the  feudal  system  of  partially  independent  nobles,  each  one  directly 
responsible  to  the  Emperor;  the  general  assemblies  of  all  freemen,  to  report 
on  their  government  of  the  provinces,  and  to  learn  about  any  new  laws,  {d) 
Charlemagne,  the  man:  his  appearance  and  character;  his  love  of  learning;  the 
education  of  his  people. 

3.  Division  of  Empire  at  his  death ;  the  weakness  of  Charlemagne's  sons 
and  jealousies  of  his  generals;  the  beginning  of  modern  European  nations. 

///.  France  and  Germany  as  Separate  Natioivs.  i.  The  French:  a  mixture 
of  the  old  Roman  Gauls  and  the  rough  Franks ;  their  language  mainly  Latin, 
(a)  The  nobles:  each  powerful  and  independent  of  king.  (&)  The  king:  in- 
creased his  land  and  power,  (r)  Louis  the  IX:  his  laws  and  government;  his 
love  of  peace;  the  unity  of  France. 

2.  The  Germans ;  the  rough  East  Franks ;  a  fighting  nation.  (a)  The 
nobles;  powerful  and  independent  of  kings.     (&)  The  German  kings  as  Roman 


HISTORY — SIXTH    YEAR.  IJI 

Emperors:  the  power  of  the  pope;  the  struggle  between  the  popes  and 
emperors:  F"rederick  II:  his  struggle  for  power;  the  cities  of  northern  Italy 
and  the  pope;  the  failure  of  Frederick  to  unite  Germany.  Germany;  a  camp 
of  quarreling  dukes.  Italy  left  under  the  power  of  the  pope,  and  divided  into 
city-states,  or  independent  cities. 

Fifth  Month. 

IV.  England,  a  Nation,  i.  Alfred  the  Great,  872-901  A.  D.  (a)  His 
struggle  with  the  invading  Danes:  the  truce;  the  unity  of  southern  England,  (b) 
His  influence  on  the  English:  his  own  learning  and  the  education  of  his  people; 
his  laws. 

2.  The  Vikings,  or  Norsemen,  (a)  Invaders  from  the  north  into  England 
and  France,  (b)  Conquest  of  England  under  Canute;  settlers  in  Normandy, 
France. 

3.  William  the  Conqueror  :  descendant  of  the  Vikings  in  Normandy,  France. 
(a)  His  conquest  of  England:  the  Battle  of  Hastings,  1066  A.  D.,  his  conquest 
of  dukes  in  northern  England,  (b)  His  rule  of  England;  strong  forts,  and 
castles  for  his  men;  a  stern  but  just  ruler. 

4.  Henry  II  and  his  sons,  (a)  The  government  of  Henry  II :  his  laws 
resulted  in  peace  in  England;  his  new  courts  with  trial  by  jury  instead  of 
ordeals,  (b)  The  struggle  between  the  Church  and  Henry's  government;  the 
power  of  the  Church  superior,  (c)  Richard  the  Lion-hearted  (See  later  in 
outline,  the  Crusades)  ;  fought  in  Holy  Land,  levied  oppressive  taxes  in  England 
for  his  expenses,  (d)  King  John:  his  selfishness  and  cruelty;  the  rebellion  of 
the  nobles,  and  churchmen.  The  Great  Charter,  1215  A.  D.,  limited  the  power 
of  the  king;  gave  rights  to  English  Freemen. 

V.  Castle  Life.  i.  Feudalism,  or  How  men  got  land :  the  growth  of  this 
system  was  due  to  weakness  of  kings  and  the  need  of  the  people  for  protection, 
(a)  Loaning  of  land:  act  of  homage  in  exchange  for  land,  (b)  The  vassal: 
his  duties  to  his  lord ;  his  lord  owed  his  protection. 

2.  Siege  of  a  castle:  the  engines;  the  guards  of  the  castle  on  the  walls. 

3.  The  castle:  its  location  on  a  hill  or  cliff;  its  wall,  moat  and  gate  for 
protection,  (a)  The  castle  buildings:  granaries  and  sheds;  houses  of  the  work- 
men; the  barracks  for  the  soldiers;  the  chapel;  the  keep  or  prison,  {b)  The 
rooms  of  the  castle :  windows  few  and  small ;  cold  and  bleak. 

4.  War,  the  spirit  of  the  age:  cruelty  of  the  time;  the  tournament,  or 
sham  battle,  (a)  The  knights  and  the  Common  People:  oppression  of  the  poor. 
(&)  The  life  of  a  knight:  his  training;  chivalry  or  courtesy  to  his  own  class; 
knightly  pleasures  :  hunting  and  banquets. 

VI.  Life  of  the  Common  People,  the  Workers.  I.  Farmers.  (a)  The 
manor,  (fc)  Farm  work,  {c)  Dues  and  services  to  the  lords,  {d)  Hard  life 
of  the  peasant :  the  struggle  for  freedom. 

2.  Townsmen,  (a)  The  merchant  gild:  the  apprentices;  the  laws  of  the 
gild,  (ft)  Free  cities;  throughout  western  Europe:  the  art  of  Florence  and 
Venice,     (r)   Market-place  and  shops  of  cities. 

3.  Traders,  (a)  Their  method  of  travel:  roads  and  ships.  (&)  Peddlers; 
trading  leagues  for  protection  of  merchants,  (j)  Eastern  trade:  trading  routes; 
fairs;  Venice  and  Genoa,  trading  centers. 

Sixth  Month. 

VII.  Religion  in  the  Middle  Ages.  i.  The  church  organized  (See  close  of 
Roman  Empire),  pope,  archbishop,  bishop,  and  priest. 

2.  Monasteries:    St.  Benedict  and  his  rules;  life  in  a  monastery. 

3.  Saints  and  pilgrimages  :  St.  Francis ;  shrines ;  pilgrimages  to  holy  places, 
especially  Palestine. 

4.  Mohammedanism,  the  new  religion  of  Asia,  (a)  The  character  of  Mo- 
hammed;  his  religion  spread  by  fighting.  (&)  The  Mohammedan  Empire: 
Arabia,  Palestine,  Africa  and  southern  Spain ;  their  churches ;  their  learning. 


172  HISTORY SIXTH    YEAR. 

5.  The  Crusades:  rescue  of  Jerusalem  from  the  Mohammedans,  1096-1300, 
A.  D.  (a)  The  first  Crusade:  capture  of  Jerusalem  and  its  loss  again;  the 
third  Crusade  with  Richard  I  of  England,  Frederick  Barbarossa  of  Germany, 
and  Philip  Augustus  of  France  as  leaders.  (&)  War,  for  two  hundred  years; 
final  victory  for  Mohammedans,  (c)  Results  of  Crusades;  western  Europe  saw 
marvels  of  the  East ;  trading  greatly  increased. 

VIII.  The  Struggle  Betzvcen  France  mid  England  or  the  Hundred  Years' 
War.  I.  Causes:  the  claims  of  England  to  French  throne;  French  raids  on 
English  ships  ;  French  aid  in  rebellion  of  Scotland. 

2.  Battle  of  Crecy;  the  siege  of  Calais;  the  Black  Prince;  the  Battle  of 
Poitiers. 

3.  Black  Death ;  labor  troubles  in  England. 

4.  Joan  of  Arc  and  the  Siege  of  Orleans. 

Part  III — The  Discovery  of  America  by  Europeans. 
Seventh  Month. 

1.  Great  Discoveries  and  Inventions,  i.  Marco  Polo  cf  Venice,  visited  the 
East,  China  and  India. 

2.  Invention  of  printing:  an  aid  in  the  spread  of  knowledge;  invention  of 
compass  and  astrolabe. 

3.  Portugal  and  the  route  to  India,  south  around  Africa;  Henry  the 
Navigator,  Diaz  and  Vasco  da  Gama. 

4.  Spain  and  the  route  west  to  India :  Columbus  and  the  Discovery  of 
America. 

II.     Spain  in  the  New  World,     i.  Magellan's  trip  around  the  world. 

2.  Cortes  in  Mexico. 

3.  Explorers  of  America :  Coronado,  Ponce  de  Leon,  Cabeca  da  Vaca  and 
De  Soto. 

4.  Spanish  settlements:  Indian  Slaves;  great  wealth  from  the  mines  in 
the  new  world. 

Eighth  Month. 
///.     European  Rivals   of  Spain    in  America,      i.  French:    Francis   I.     The 
trips  of  Verrazano  and  Cartier.    The  French  Huguenots. 

2.  Dutch  traders ;  explorations  of  Hudson. 

3.  English:  early  explorations  of  Cabots ;  hatred  of  Spain;  English  sailors 
were  privateers,  almost  pirates,  (a)  Drake:  his  bravery  and  daring;  his  trip 
aorund  the  world,  (b)  The  fight  with  the  Spanish  Armada:  English  victory; 
this  cleared  the  sea  for  English  settlers  .  (c)  English  settlements  :  Sir  Humphrey 
Gilbert  and  Raleigh's  colony :  failure  because  it  was  too  expensive  for  one 
man  to  undertake. 

4.  Conclusion,  (a)  French  settled  Canada,  (b^  Dutch  in  New  York,  (c) 
Spanish  in  South  America  and  southwestern  part  of  North  America,  (d)  En- 
glish between  French  and  Dutch,  and  Dutch  and  Spanish. 

General  Review. 

IV.  As  a  summary  talk  over  the  follozving  topics  ivith  the  class:  I.  What 
the  Greeks  taught  the.  world. 

2.  What  Romans  taught  the  world  in  government. 

3.  What  helped  to  make  Europe  what  it  is  today  :  the  civilization  of  the 
Greeks  and  Romans  ;  the  religion  of  the  Hebrews ;  the  Teutonic  or  German  race. 

4.  How  the  Christian  Church  became  more  powerful  than  kings. 

5.  How,  in  their  crusades,  the  Western  Europeans  found  the  civilization 
of  the  East. 

6.  Why  America  was  discovered. 

7.  Which  European  country  won  in  the  race  to  reach  the  Indies?  Which 
got  the  bigger  prize;  Pori-ugal  with  her  spices  and  jewels  and  silks  from  India, 
or  Spain  with  her  gold  mines,  and  silver  mines  in  Mexico  and  South  America? 

8.  What  America  was  beginning  to  mean  to  Europe. 


HOUSEHOLD   ARTS — SIXTH   YEAR.  I73 

HOUSEHOLD  ARTS. 

ALTERNATION — The  sixth  year's  work  in  Household  Arts  is  to  be  studied  the  school 
year  1919-20  and  each  alternate  year  thereafter,  alternating  with  the  fifth  year's  work  to 
be   studied   the   school   year   1918-19   and  each   alternate   year  thereafter. 

First  Month. 

Problem — Hemmed  patch  on  under-garment  or  household  article.  Review 
overhand  patch.     Discuss  points  of  difference  in  making  and  use. 

Problem — Dolls  kimono  gown.  Make  pattern  for  dolls  kfmono  night  gown 
— free  hand  or  simple  draft.  Discuss  materials  suitable  for  doll  gown. 
Children  bring  pieces  from  mothers'  scrap  bags ;  also  bits  of  lace. 

Second  Month. 

Cut  out  gown.  (See  pages  21-26  inclusive  of  Extension  Circular  No.  14.) 
Practice  fell  and  apply  to  gown  seams.  Discuss  various  materials  brought  by 
children;  their  names,  weaves  and  suitability. 

Hem  sleeve  ends  and  overhand  lace  to  hem.  Start  facing  neck  with  bias 
tape.  Finish  this  and  hem  gown  at  home.  Discuss  laces — hand  and  machine 
made.     Teacher  show  samples  of  various  kinds  in  common  use. 

Third  Month. 

Christmas  Problem — Centerpiece  roll  of  unbleached  muslin  or  gingham  in 
solid  color.  Cut  out  and  baste  54  inch  hems  on  two  sides  and  one  end.  Discuss 
orderliness  in  home;  cleanliness  of  table  and  bed  linens;  airing  beds  and  closets. 

Practice  feather-stitching  in  striped  material.  Apply  to  hems  of  roll. 
Discuss  stain  removal.  Do  simple  experiments.  Discuss  bleaching,  bluing,  care 
in  laundering.     Baste  and  hem  for  tube  or  pole  at  home. 

Fourth  Month. 

Sew  on  tapes.    Make  initial  with  outline  stitch.     Discuss  marking  of  linens. 

Cut  out  and  baste  seams  of  child's  skirt  in  flannel  or  outing  flannel.  Discuss 
wool :  countries  producing,  care  of  sheep  on  ranch,  shearing. 

Fifth  Month. 

Sew  seams  of  skirt  with  stitching  stitch.  Discuss  factory  processes  of  wool 
manufacture :  sorting,  scouring,  oiling,  carding,  spinning. 

Practice  catch  stitch  on  striped  material.  Apply  to  spread  seams  of  skirt. 
Discuss  weaving  and  finishing  of  woolen  materials  :  fulling,  teasling,  shearing, 
tentering.  Show  material  in  which  processes  have  been  thoroughly  carried  out 
as  eiderdown,  broadcloth.  Compare  outing  flannel  with  wool  flannel ;  other 
teasled  cotton  fabrics  as  fleeced  underwear  and  stockings. 

Sixth  Month. 

Make  hemmed  placket  with  catch  stitch.  Gather  with  two  threads  and  set 
into  one  side  of  band. 

Examine  samples  of  wool  materials  children  bring  from  home,  naming  and 
discussing  weave  and  finish. 

Children  turn  hems  in  each  other's  skirts.  Hems  may  be  catch  stitched  at 
home  or  at  school  as  pick  up  work.  (See  pages  11  and  12  Extension  Circular 
No.  14.)  Discuss  methods  of  cleaning  wools  by  brushing,  airing,  by  use  of 
soapbark  and  gasoline.    Emphasize  care  necessary  in  laundering  wools. 

Seventh  Month. 

Practice  making  button  holes.  (See  pages  17  and  18  of  Extension  Circular 
No.  14.)  Discuss  silk  production;  life  cycle  of  worm.  Show  eggs,  cocoon, 
chrysalis  if  possible. 

Apply  button  hole  to  skirt  band.  Sew  on  button.  Discuss  silk  reeling, 
degumming,  weighting. 

Eighth  Month. 

Problem — Stocking  darn.  (See  page  61  of  Extension  Circular  No.  14.) 
Discuss  knitting  materials ;  why  make  warmer  underwear  than  woven  materia! ; 
why  woolen  warmer  than  cotton,  value  of  fleecing. 

Collect  and  arrange  materials  for  exhibit. 


174  NATURE- STUDY  AGRICULTURE — SIXTH   YEAR. 

NATURE-STUDY  AGRICULTURE. 

ALTERNATION — The  sixth  year's  work  in  Nature-Study  should  be  taught  ^the  school 
year  1919-20  and  each  alternate  year  thereafter,  alternating  with  the  fifth  year's  work  to 
be  taught  the   school   year    1918-19   and   each   alternate   year    thereafter. 

First  Month. 

Gardens — Report  experience  in  home  gardens,  summarize  accounts.  Fall 
aspect  of  garden.  Condition  of  plants  started  in  the  spring.  Summer  bulbs; 
gladiolus,  dahlia,  tuberose,  canna,  caladium.     Special  study  of  two. 

Special  study  of  cabbage,  kohlrabi,  cauliflower,  Brussels  sprouts;  parts  used 
for  food.     How  seeds  are  obtained. 

Flax  Industry — Carry  plant  through  all  the  processes  in  the  making  of 
linen  thread.     Plan  for  exhibit  of  plants  grown  in  home  gardens. 

Animals — Spiders,  habits  of  moving,  catching  prey,  feeding,  hiding;  webs, 
dififerent  kinds,  how  made.     Value  of  spiders  in  catching  flies.     Different  kinds. 

House  Fly — Habits,  life  history,  relation  to  health.  Insects  found  on 
garden  plants. 

Hand  Work — Chart  showing  flax  industry  with  products,  linen  cloth,  lin- 
seed oil,  different  kinds  of  linen  cloth. 

Second  Month. 

Plants — Vines.  Special  study  of  grape  vines ;  woodbine,  clematis,  morning 
glory.  Determine  how  vines  climb,  advantage  of  climbing  habit.  List  all  vines 
of  the  neighborhood,  group  into  perennial  and  annual.  List  weeds  that  are 
vines,  wild  buckwheat,  wild  sweet  potato,  wild  morning  glory.  List  vegetables 
that  have  the  vining  habit.     Study  four  common  garden  weeds. 

Mosses  and  Lichens — Collect  mosses.  Find  part  in  the  ground,  part  above 
ground.     How  are  new  plants  produced?     Collect  lichens,  where  found? 

Shrubs — Identification  of  those  that  retain  their  berries  all  fall;  barberry, 
tall  bush  cranberry,  privet,  snowberry,  Indian  currant,  sumac,  etc.  Value  of 
these  as  food  for  birds. 

Birds — Identify  as  many  as  possible.  Birds  as  weed  destroyers,  native 
sparrows  and  finches. 

Hand  Work — Make  collection  of  climbing  plants;  press  and  mount  small 
portion  of  stems  with  leaves,  seeds  and  tendrils,  when  present.  Make  decorated 
cover. 

Third  Month. 

Earth  Study — Collection  of  pebbles  and  minerals,  rock  specimens,  fossils. 
Comparative  study,  as  to  shape,  hardness,  origin,  kinds. 

Trees— Make  list  of  those  whose  fruit  remain  on  after  the  leaves  have 
fallen.  Classify  as  to  kinds.  Methods  of  distribution;  ash,  catalpa,  box  elder, 
sugar  maple,  locust,  etc.  . 

Birds— Make  survey  of  trees  after  leaves  have  fallen  to  locate  bird  s  nests. 
Winter  migrants. 

Sky  Study— Fall  aspects  of  five  or  six  constellations,  a  few  of  the  bright- 
est stars,  the  planets,  the  moon. 

Household  Pests— Mouse,  rat;  cockroach,  clothes  moths;  damage,  how 
combat. 

Hand  Work— Make  feeding  shelf  for  winter  birds. 

Collect  and  mount  fruit  and  seeds  of  trees  studied. 

Fourth  Month. 

Buildings  of  the  Community— Building  material;  stones,  bricks,  wood, 
metals.  Special  study  of  glass.  Other  uses  than  for  windows.  Magnets  and 
electric  bells.  .  •  1      1        j         .     u 

Health  Studies — Interior  of  homes;  conveniences,  sink,  laundry,  bath 
room;  sanitary  furnishings,  carpets  and  rugs. 

Dust— Evidence  of  bacteria  shown  by  simple  culture.  How  keep  air  free 
from  dust.  Compare  results  of  sweeping  with  broom,  carpet  sweeper,  vacuum 
cleaner. 


NATURE-STUDY   AGRICULTURE — SIXTH    VEAR.  1/3 

Dangers — Disease  bacteria  that  may  be  in  dust;  tuberculosis,  pneumonia, 
colds,  diptheria. 

Breathing — Movements;  determine  by  observation  of  self  and  companions. 
Test  lung  capacity  with  home  made  spirometer.  Note  effect  of  bad  posture  on 
lung  capacity.  Determine  by  simple'  experiments  the  difference  between  fresh 
air  and  breathed  over  air. 

The  use  of  the  nose  in  breathing;  adenoids;  tonsils. 

The  use  of  the  blood  as  a  carrier  of  the  air  breathed  in.  Trace  blood 
through  the  body. 

Methods  of  procuring  fresh  air  in  our  homes.  Simple  experiment;  hat  box 
with  openings  cut  for  doors  and  windows  to  show  air  currents.  Ventilation 
of  sleeping  rooms. 

Health  practice  in  use  of  handkerchiefs  in  sneezing,  and  coughing,  deep 
breathing,  erect  posture  while  sitting  and  standing;  avoiding  use  of  tobacco 
and  alcohol. 

Fifth  Month, 

Eyes — Find  parts  of  the  eye  visible  in  a  mirror.  Brief  discussion  of  the 
uses  of  each  part.     Use  of  tears.     Movements  of  the  eyes. 

Need  of  Light — Brief  survey  of  sources.     Different  methods  of  lighting. 

Care  of  the  Eyes — Position  of  artificial  light  with  relation  to  eyes.  Need 
of  a  good  light  for  work  and  study. 

Resting  the  Eyes — Danger  of  strong  light.  How  remove  foreign  bodies 
from  the  eye. 

Diseases  of  the  Eye — Sore  eyes,  caused  by  bacteria.  How  prevent. 
Treatment. 

Use  of  Glasses — Simple  experiments  with  hand  lens.  Cause  of  near  sight- 
edness,  remedies.     Test  eyes  with  optician's  card  of  letters. 

Ear — Examine  the  external  ear.  Brief  description  of  the  part  of  the  ear 
that  we  cannot  see.     Test  hearing  with  watch. 

Care  of  the  Ear — Cleanliness ;  relation  of  ear  to  throat  and  nose  troubles. 
How  to  remove  foreign  bodies  from  the  ear. 

Other  sense  organs,  location,  uses,  care. 

Sky  Studies — Watch  at  least  twice  each  week  the  constellations  and  stars 
observed  in  the  fall.    Add  two  others. 

Hand  Work — Make  charts  of  constellations  using  silver  stars  on  dark  blue 
or  gray  cardboard. 

Sixth  Month. 

Exercise  and  Rest — Study  movements  of  arm,  hand,  leg,  foot,  head.  The 
relation  of  muscles  to  these  movements ;  the  relation  of  bones  to  muscles. 

Good  positions  in  standing,  sitting,  walking.  Necessity  of  forming  good 
habits  while  young.  Practice  in  erect  carriage  of  body.  Exercise;  necessity; 
time;  piace ;  kinds;  effects  of  alcohol  upon  bones  and  muscles. 

Rest — The  need  of  rest.  Good  time  to  rest.  How  to  rest.  The  need  and 
value  of  sleep.     Simple  treatment  of  the  nervous  system. 

Public  Sanitation — Our  duty  to  the  community.  WTiat  may  be  done  to 
prevent  the  spread  of  diseases.  Work  of  health  officers,  quarantine.  What  the 
government  is  doing  to  help  in  preserving  public  heakh. 

Hand  Work — Collect  pictures  to  show  need  of  private  and  public  sanitation. 

Seventh  Month. 

Garden — Plan  home  garden  projects.  Discuss  preparation  of  the  seed  bed. 
place  special  emphasis  on  cabbage,  cauliflower,  kohlrabi.  Start  plants  indoors 
and  transplant.  Study  of  potato  plant ;  other  early  vegetables.  Keep  accounts 
of  garden  projects.     Form  Garden  Club  with  Fifth  Grade. 

Flowers — Plan  color  scheme.  Plant  gaillardia,  sweet  scabious  indoors  to 
be  transplanted  later. 

Trees — Comparative  study  of  a  few  family  groups,  as  the  maple  family,  the 
elm,  the  ash.  Follow  the  spring  development  of  trees  studied  in  the  fall.  Com- 
parative study  of  slow  and  rapidly  growing  trees.  Desirability  of  preserving 
some  of  our  native  trees.    Care  of  trees. 


176  PHYSICAL   TRAINING — SIXTH   YEAR. 

Life  in  Water — Water  plants,  algae,  lilies,  water  insects,  beetles,  water 
bugs,  other  water  animals,  crayfish,  etc. 

Hand  Work — Draw  plat  of  home  garden  to  a  scale,  indicate  position  of 
plants  that  are  to  be  grown. 

Eighth  Month. 

Fruit  Trees — Identify  apple,  cherry,  peach,  plum,  pear.  Study  one  as  a 
type.  Compare  with  others  as  to  size,  bark,  shape,  leaves,  flowers.  Special 
study  of  a  flower  noting  parts  with  functions.  Note  effects  of  late  frosts 
upon  flowers. 

Garden — Flowers  :  Transplant  those  started  early  ;  plant  out  of  doors  sweet 
alyssum,  cosmos,  cornflower,  marigold,  zinnia. 

Study  seeds  and  seedlings  of  cucumber  and  melon.  Try  dift'erent  methods 
of  growing  cucumbers.     Study  wild  rose.     Compare  with  fruit  trees. 

Birds — Field  birds,  meadow  lark,  bobolink,  quail.  Birds  as  tree  pro- 
tectors. Special  study  of  warblers  during  migration  in  early  May;  chickadees 
and  wrens  as  special  defenders  of  the  orchard.  Audubon  Society.  Put  out 
baths  for  birds. 

Sky  Studies — Spring  constellations.     Compare  with  winter. 

Vacation  Plans — Continue  work  on  garden  crops.  Keep  accounts  of 
vegetables  used  with  values.  Note  insect  enemies  and  try  different  methods  of 
combating  them.     Watch  for  insects  on  fruit  trees. 

Hand  Work — Make  booklet  of  flowers  and  leaves  of  fruit  trees. 


PHYSICAL  TRAINING. 
See  General  Directions — Third  Grade, 

Watch  posture.  Rhythmic  movements  are  done  an  indefinite  number  of 
times.  Emphasis  is  placed  on  good  form  in  the  increasingly  diflicult  coordina- 
tions. Develop  control  by  checking  the  movement  at  unexpected  intervals.  Place 
more  responsibility  on  pupils  "in  the  management  of  games  as  well  as  in  judg- 
ing the  sportsmanship  of  one  another. 

First  Month. 

Lesson  I— i.  (i)  Fac.  90°,  45°,  180°,  combine  fac.  with  march  steps  sidew. 
and  forw.  (2)  Forw.  bend,  of  arms  with  alt.  foot  plac.  sidew. — R.  2.  Arm 
rais.  forw.  upw.  with  chest  rais. — S.  3.  Reach  St.,  arm  part,  with  quick  knee 
bend,  (heels  off  floor). — R.  4.  (i)  Hip  grasp  st.,  stoop,  touch  fingers  floor — R. 
(2)  Furling  the  sail — R.  5.  Hip  grasp  St.,  jump,  on  toes  with  foot  plac.  sidew. 
and  togeth.  alt.  with  foot  plac.  forw.  and  backw. — R.  6.  Close  St.,  West  Point 
breath. — S. 

Lesson  II — i.  (i)  Bend  st.,  arm  stret.  downw.  with  heel  rais. — R.  (2)  Plac. 
of  hand  on  hips  with  quick  knee  bend.  (2  cts.) — R.  2.  Head  grasp  stride  st.,  b. 
b.  o.  h. — S.  3.  Scouting  two  times  followed  by  marking  time  4  cts. — R.  4.  Cross 
(e)  St.,  slow  arm  stret.  upw. — S.  5.  Bend  stride  prone  St.,  head  twist. — S. 
6.  Hip  grasp  ^  St.,  (one  foot  raised  behind)  hop  on  one  foot  and  swing  the 
other  forw.  and  backw.  (by  stret.  and  bend,  knee) — R.  7  Arm  rais.  forw. 
with  breath. — S. 

Games — Review  Newcomb,  Black  Tom,  Line  Ball.  Rhythmic  Play — Seven 
Jumps. 

Second  Month. 

Lesson  IH — i.  Arm  rais.  forw.  with  heel  rais. — R.  2.  Cross  (a)  stride  st., 
arm  fling,  to  cross  (d)  st.  with  b.  b.  o.  h. — S.  3.  Stride  st.,  arm  bending  upward 
with  knee  bending  (heels  on  floor). — R.  4.  Arm  bend,  and  stret.  upw.  and  sidew. 
— R.  5.  Head  grasp  stride  St.,  f.  b.  o.  t. — S.  6.  Jump  on  toes  with  foot  plac. 
sidew.  and  together  with  hand  clapping  over  head. — R.  7.  Walk  (a)  st..  West 
Point  breath. — S. 

Lesson  IV — i.  (i)  Review  quick  changing  of  arm  pos.  (2)  Marching 
and  halting  at  irregular  intervals.  2..  Plac.  hand  on  hips  with  alt.  foot  plac. 
forw.,  and  b.  b.  o.  h. — S.  3.  Cross  (a)  St.,  quick  knee  bend  with  arm  fling, 
sidew. — R.    4.  Hip  grasp  St.,  alt.  knee  upw.  bend.     (Use  halt.) — R.     5.  Jump  in 


PHYSICAL  TRAINING— SIXTH   YEAR.  177 

place  with  side  fling,  of  arms  making  half  turn  i8o° — S.     6.  Walk   (b)   St.,  arm 
rais.  sidew.  with  breath. — S. 

Games — Bombardment,  Prisoner's  Base.  Pupils  choose.  Rhythmic  Play — 
St.  Patrick's  Dav. 

Third  Month. 

Lesson  V— i.  Hip  grasp  St.,  combination  touch-step  sidew.  and  forw. — R. 
2.  Bend  stride  st.,  b.  b.  o.  h.,  alt.  with  arm  stret.  downw. — S.  3.  Cross  (c)  St., 
arm  rais.  upw.  with  heel  rais. — R.  4.  Bend  st.,  stooping,  touching  fingers  to 
floor.    8  cts. — R.    5.  Run.  in  plac.     Use  halt.    6.  Cross   (a)   St.,  breath. — S. 

Lesson  VI — i.  Plac.  hands  on  head  with  alt.  foot  plac.  sidew.,  8  cts. — R. 
2.  Bend  st.,  b.  b.  o.  h.,  ah.  with  plac.  hands  on  hips. — S.  3.  Arm  bend,  to  cross 
(e)  with  alt.  foot  plac  sidew„  and  heel  rais. — R.  4.  Reach  st,  swimming  move- 
ment. 5.  Hip  grasp  st.,  alt.  leg  fling,  sidew. — R.  6.  Hoisting  the  Sail — R.  7- 
Arm  rais.  forw.  upw.  with  breath. — S. 

Games — Beast,  Bird  or  Fish,  Jumping  Relay.     Rhythmic  Play — Review. 

Fourth  Month. 

Lesson  VH — i.  Plac.  hands  on  hips  with  alt.  foot  plac.  backw. — R.  2. 
Plac.  hands  on  head  with  b.  b.  o.  h.— S.  3.  Hip  grasp  st.,  heel  rais.  and  knee 
bend.  (4-ct.  movement) — R.  4.  Arm  bend  and  stret.  upw.  and  downw.  (4-ct. 
movement)— R.  5.  Hip  grasp  1/  kneel,  s.  b.  o.  t.— S.  6.  Hip  grasp  st.,  jump 
on  toes  with  cross,  ft.  in  front  and  behind  alternately — R.  7.  Review  walk 
(a)  St.,  West  Point  breath. — S. 

Lesson  VHI — i.  Hip  grasp  st..  touch  step  sidew.  and  forw.  (touch  toe 
twice  to  side  2  cts.)  ;  hold  in  fundamental  pos.  (2  cts.)  :  touch  forw.  twice, 
hold  in  fundamental  pos.  (2  cts.)— R.  2.  Cross  (c)  st.,  arm  rais.  upw.  with 
b.  b.  o.  h.  (breath). — S.  3.  Hip  grasp  st.,  side  lunging. — S.  4.  Arm  bend,  and 
stret.  forw.  upw.  and  downw. — R.  5.  Plac.  hands  on  hips  with  double  foot 
plac.  sidew.  (jump),  f.  d.  b.  o.  t.  stretching  fingers  to  floor. — S.  Later  8  cts. 
— R.  6.  Review — jump  in  place  with  side  fling  of  arms  making  one  half 
turn. — S.     Head  grasp  st.,  breath. — S. 

Games— Third  Man.  Review  Dodge  Ball  H.  Rhythmic  Play— We  Won't 
Go  Home  'Till  Morning. 

Fifth  Month. 

Lesson  IX — i.  March.,  halt.,  fac.  and  march,  backw.  2.  Bend  st.,  arm 
stret  downw.  (quick)  with  alt.  toe  touch,  sidew.,  and  b.  b.  o.  h. — S.  3.  Cross 
(c)  stride  st.,  rocking  a  boat.  (alt.  knee  bend.) — R.  4.  Arm  circling— R.  5. 
Bend  close  st.,  s.  b.  o.  t.— S.  6.  Run.  in  place.  Use  halt. — R.  Arm  fling,  forw. 
— upw.  with  breath;    (fling,   forw.  down  on  exhalation) — S. 

Lesson  X— i.  Plac.  hands  on  head  with  alt.  foot  plac.  sidew.  8  cts. — R.  2. 
Arm  bend.  upw.  with  alt.  foot  plac.  forw.,  and  b.  b.  o.  h.^S.  3.  Review — Reach 
St.  arms  part,  with  quick  knee  bend. — R.  4-  Hip  grasp  stride  twist,  St.,  alt. 
trunk  twist  (one  side  to  the  other).— S.  5.  Hip  grasp  ^  st.  (leg  sidew.),  change 
feet  and  hop  once  on  each  foot  stepping  on  the  change. — R.  6.  Review — arm 
rais.  forw.  upw.  with  breath. — S. 

G.\me.s— Ball  Stand,  Halley  Over,  French  Blind  Man's  Buff.  Rhythmic  Play 
— Sweet  Kate. 

Sixth  Month. 

Lesson  XI — i.  Arm  bend.  upw.  with  quick  knee  bend. — R.  2.  Arm  rais. 
sidew.  with  alt.  foot  plac.  sidew.,  and  b.  b.  o.  h. — S.  3.  Arm  bend.  upw.  with 
alt.  side  lunge — S.  4.  Arm  bend,  and  stret.  backw.  and  sidew.  4  and  8  cts. — R. 
5.  Hip  grasp  stride  St.,  f.  b.  o.  t.,  al!.  with  plac.  hands  on  head — S.  6.  Two  rows 
run  around  one  row  seats;  run  in  place  at  seats.  (2-ct.  halt.).  7.  Reach  st., 
arm  part,  with  chest  rais. — S. 

Lesson  XIT — i.  ^^  hip  grasp,  ^  head  grasp  st..  quick  change  of  hands. — S. 
(2)  Fac.  combined  with  side  and  forw.  steps.  2.  Rest  close  st.,  b.  b.  o.  h.  alt. 
with  arm  fling-,  sidew. — S.  3.  Arm  bending  upward  with  alt.  foot  plac.  sidew. 
and  arm  stretching  sideways  with  heel  rais. — R.  4.  Arm  bend,  and  stret.  downw. 
irregular  rhythm.  4  cts.,  8  cts. — R.    5.  Hip  grasp  walk  (b)  St.,  trunk  twist. — S. 


178  READING — SEVENTH    YEAR. 

6.  Review — Hip  grasp  J^  st.     (leg  sidew.),  change  feet  and  hop  once  on  each 
foot. — R.     7.  Arm  circumduction  with  breath.    (3-ct.  movement) — S. 

Games — Shuttle  Relay,  Ball  Over  the  Rope,  Relay.  Rhythmic  Play — Ace 
of  Diamonds. 

Seventh  Month. 

Lesson  XIII — l.  Reach  st.,  arm  part,  with  heel  rais. — R.  2.  Cross  (e) 
close  St.  b.  b.  o.  h. — S.  3.  Review — Arm  bend.  upw.  with  alt.  side  lunge,  4 
and  8  cts. — R.  4.  Arm  bend  and  stret.  upw.  and  downw. — irregular  rhythm. — R. 
5.  Arm  bend.  upw.  with  double  foot  plac.  sidew.  (jump),  and  forw.  bend  of 
trunk  stretching  fingers  to  floor,  (straight  knees),  4  cts. — R.  6.  Side  jump. 
(3-ct.  movement) — S.    7.  Bend  st.,  arm  stret.  backw.  with  breath. — S. 

Lesson  XIV — i.  Arm  bend,  to  cross  (e)  St.,  with  alt.  foot  plac.  forw. — R. 
2.  Arm  bend.  upw.  with  alt.  foot  plac.  sidew.,  and  head  twist. — R.  3.  Reach 
St.,  arm  rais.  upw.  with  heel  rais. — R.  4.  Head  grasp  stride  st.,  s.  b.  o.  t., 
alt.  with  arm  fling  sidew. — S.  5.  Run  about  room  (4-ct.  halt).  6.  Review  walk 
(a)    St.,  West  Point  breath. — S. 

Games — Bowl  Ball  Relay,  Double  Dodge  Ball.  Rhythmic  Plays — Bacca's 
Pipes  (boys).  Dainty  Steps  (girls). 

Eighth  Month. 

Lesson  XV — i.  Hip  grasp  st.,  alt.  toe  touch  forw.  and  backw. — R.  2.  Re- 
view arm  bend  upw.  with  alt.  foot  plac.  forw.  outw.,  and  b.  b.  o.  h. — S.  3. 
Cross  (d)  stride  St.,  arm  rais.  upw.  with  knee  bend.  4  ct. — R.  4.  Arm  bend 
and  stret.  upw.  and  backw. — irregular  rhythm— R.  5.  ^  kneel.,  arm  raise  sidew. 
upw.  with  trunk  twist.  6.  Hip  grasp  st.,  jump,  on  toes  with  alt.  knee  upw. 
bend. — R,    7.  Cross  (a)  st.,  b.  b.  o.  h.,  alt.  with  arm  fling,  sidew. 

Lesson  XVI — i.  Cross  (a)  stride  St.,  alt.  heel  and  toe  rais. — R.  2.  Head 
grasp  St.,  b.  b.  o.  h.  alt.  with  arm  stret.  upw.  3.  Arm  bend  upw.  with  alt.  foot 
plac.  sidew.,  and  arm  stret.  sidew.  with  knee  bend. — R.  4.  Review — Arm  bend, 
and  stret.  upw.  and  downw. — irregular  rhythm. — R.  5.  Cross  (c)  stride  St., 
weather  cock,  (alt.  trunk  twist,  i  ct.) — R.  6.  Hip  grasp  st.,  hop  twice  on  each 
foot  with  toe  and  heel  touching — R.  7.  Review  arm  rais.  sidew.  upw.  with 
breath. — S. 

Games — Overtake,  Playground  Ball.  Review.  Rhythmic  Play — Listening 
Game. 


SEVENTH  YEAR. 


Text-Books — Fifth  Reader,  Grammar,  Arithmetic,  Geography,  History,  Speller, 

Civics,  History  of  Illinois,  Physiology  and  Hygiene. 

Reading — Fifth    reader.  History   of    Illinois — In    connection    with 

Orthography— Rules,   terms,    etc.  ^       History   of   United   States. 

Grammar    and    Composition— Sentence    an-  Civics— Town,     county    and     state     govern- 

alysis,   composition   work.  t.       ™^*^t.                                                 t^.       ,. 

,                          -D     ■            A    -^1,      1-  Physiology       and       Hygiene  —  Digestion. 

ARiTHMETic-Busmess   Arithmetic.  Framework,       Muscles,       Communicable 

Writing — Business   and    bocial    rorms.  Diseases     Emergencies. 

Geography — Geographic        Factors,        South  General   Exercises — Music,   Drawing,   Mor- 

America  and   Europe.  als  and   Manners,     Agriculture,     House- 

History — Period     of     Settlement,      Revolu-  hold   Arts,    Manual    Arts. 

tionary    War    Period,    Development    of  Physical  Training — Preparation  for  Track 

Constitution.  and  Field  Events. 


READING. 

Texts — Reader  as  Selected  by  Board  of  Directors  and  Supplementary 
Selections. 

The  general  purposes  of  reading  in  the  last  two  grades  are  (i)  to  learn 
how  to  get  and  organize  the  facts  to  be  found  on  the  printed  page  and  (2) 
to  develop  a  keen  enjoyment  in  good  literature  and  (3)  to  increase  this  enjoy- 
ment by  acquiring  the  skill  of  reading  to  others. 

It  is  not  out  of  place  here  to  remind  the  teacher  that  she  is  to  recall  what 


READING — SEVENTH    YEAR.  179 

was  said  in  the  introduction  to  these  outlines;  viz.,  that  words  must  be  filled 
with  meaning  through  experience.  There  is  a  danger  in  the  sixth,  seventh 
and  eighth  grades  that  the  pupils  shall  form  the  habit  of  merely  pronouncing 
words.  The  fact  that  the  mechanics  of  pronunciation  have  been  well  mastered 
make  such  habit-forming  the  more  probable.  It  is  possible  for  a  teacher  to 
hinder  the  best  work  by  constantly  asking  questions ;  but  it  is  much  more 
likely  that  poor  mental  habits  shall  be  induced  by  accepting  a  pupil's  reading 
on  the  ground  that  it  is  fluent.  To  question  pupils  on  the  meaning  of  ex- 
pressions which  may  seem  very  simple  to  the  teacher  will  probably  reveal  the 
absence  of  ideas  or  else  the  presence  of  some  very  peculiar  ones.  More  and 
more  the  words  should  be  studied  not  only  for  their  meaning,  but  also  for 
their  suggestion  and  association.  To  get  the  most  from  literature  (or  any 
other  reading)  the  pupil  must  bring  something  to  the  book,  and  he  must 
attack  the  page  aggressively.  ■'  « 

Perhaps  the  best  way  to  suggest  the  specific  work  in  silent  and  oral  reading 
will  be  to  give  a  suggestive  assignment  in  eacliirType,  using  the  same  selection 
for  each.     For  illustration,  let  us  use  "Lochinvar"    (Scott).         '"^^ 

Silent  Reading. 

1.  The  setting  of  the  poem  should  be  given  by  the  teacher. 

2.  A  brief  sketch  of  Scott.   (Special  assignment  to  individual  pupil). 

3.  Take  the  map  of  the  British  Isles  and  locate  the  Esk  river  and  the 
Solway. 

4.  What  is  meant  by  the  West?    by  the  wide  border? 

5.  Explain  the  following:  brake;  laggard  in  love;  dastard  in  war;  craven; 
love  swells  like  the  Solway,  but  ebbs  like  its  tide;  galliard;  croup;  bush; 
scaur ;  clan. 

6.  Tell  the  story  in  your  own  words. 

7.  Describe  the  principal  characters. 

8.  Look  for  pictures  which  will  illustrate  the  story. 

9.  What  evidence  is  there  that  the  plan  to  elope  was  prearranged  by 
Lochinvar  and  Ellen? 

10.  What  scenes  would  an  artist  choose  to  paint? 

11.  What  lines  are  especially  good? 

12.  If  you  have  access  to  Will  Carleton's  "City  Ballards",  read  "Farmer 
and  Wheel,  or  the  New  Lochinvar." 

Topics  2  to  7  give  the  pupil  definite  tasks,  4  and  5  might  be  unnecessary 
if  the  pupil  knew  the  same  information  would  be  asked  for  whether  assigned 
or  not. 

Question  9  is  a  thought  question.  This  is  the  most  difficult  type  to  ask. 
Not  many  are  needed  in  any  lesson.  If  the  pupil  gives  a  good  answer,  he  will 
have  to  search  carefully  through  the  poem,  reading  it  several  times;  he  will 
have  to  organize  his  points  to  prove  his  view. 

Topics  10  and  11  deal  with  the  pupil's  tastes.  Here  he  should  be  made 
to  feel  that  his  selection  is  to  be  taken  just  the  same  as  any  other  pupil's.  The 
teacher  may  disagree  with  his  choice,  but  she  should  not  say  that  his  is  poor 
or  wrong. 

The  last  suggestion  is  for  outside  reading.  If  any  of  the  class  can  secure 
the  poem  referred  to,  the  probability  is  that  whoever  finds  it  will  want  to  have 
the  whole  class  enjoy  it. 

Oral  Reading. 

1-5.     (Same  as  for  silent  reading.) 

6.  Note  the  change  in  mood  and  movement  in  the  second  stanza.  Read 
this  stanza  suggesting  this  change. 

7.  How  did  the  father  speak  to  Lochinvar?    (17-18) 

8.  What  is  Lochinvar's  purpose  in  speaking  the  lines  of  stanza  4?  How 
would  he  say  the  words  in  order  to  accomplish  his  purpose? 

9.  Put  a  strong  emphasis  on  the  italicized  words  and  explain  the  resulting 
meaning. 

a.     He  took  her  soft  hand,  ere  her  mother  could  bar. 


l80  ORTHOGRAPHY — SEVENTH    YEAR. 

b.  Then  spoke  the  bride's  father,  his  hand  on  his  sword. 

c.  Then  spoke  the  bride's  father,  his  liand  on  his  sword. 

d.  To  lead  but  one  measure,  drink  one  cup  of  wine. 

10.  How  would  you  stage  the  third  stanza? 

11.  How  would  the  following  changes  in  punctuation  change  the  picture? 

a.  'Mong  bridesmen  and  kinsmen  and  brothers  and  all. 

b.  'Mong  bridesmen   and   kinsmen,   and   brothers,   and   all. 

c.  'Mong  bridesmen,   and   kinsmen   and   brothers,   and   all. 

12.  "They'll  have  fleet  steeds  that  follow."  Put  this  expression  in  your  own 
words.     Can  you  read  the  line  so  that  the  meaning  will  be  clear? 

13.  Is  the  last  line  written  with  the  motive  of  question?  If  so,  how  should 
it  be  read?  If  it  is  not  written  to  ask  a  question,  how  should  it  be  read? 
How  would  you  interpret  it? 

14.  What  lines  are  especially  good  when  read  aloud? 

It  will  be  noted  that  these  questions  (topics)  could  be  answered  only  after 
considering  them  as  oral  problems — the  parts  referred  to  must  be  read  aloud. 
__But  they  are  real  problems  which  will  give  interest  to  oral  reading. 

Defects  in  speech  and  voice  can,  in  many  cases,  be  dealt  with  by  the 
teacher.  A  nasal  quality  may  be  caused  either  by  obstruction  in  the  nasal 
passages,  or  by  habit.  For  the  first,  the  child  should  be  recommended  to  a 
physician.  By  persistent  daily  practice  on  words  whose  correct  utterance 
demands  a  great  deal  of  action  of  the  lips  the  nasal  habit  can  be  broken.  Use 
such  words  as  bound,  round,  found,  friend,  thrusts,  fists,  posts,  etc. 

Huskiness  may  be  cured,  if  caused  by  bad  habit,  by  working  with  relaxed 
throat  on  metrical  selections  or  on  light,  gay  selections  in  which  tone-color 
plays  an  important  part — first  stanza  of  "The  Bells."     Work  for  tone  effect. 

Lisping  may  be  cured  by  noting  carefully  the  position  of  the  tongue  in  the 
formation  of  the  various  sounds — especially  the  sound  of  .y. 

Breathing  exercises  should  be  given.  The  following  are  suggested  as  a 
beginning  only ;   many  more  should  be  used. 

a.  Breathe  through  the  nostrils,  inhaling  slowly — at  the  same  time 
raising  the  hands  to  the  side  horizontal — count  ten.  Bring  arms  slowly 
to  position,  exhaling  by  blowing  through  the  lips  resisting  the  current 
of  air.    Repeat. 

b.  Same  exercise  except  raise  the  arms  to  the  vertical. 

c.  Same  as  (b)  except  count  out  loud  twelve  after  the  arms  have 
reached  the  vertical  and  inhale  to  capacity,  then  slowly  bring  the  arms 
to  position  holding  the  breath  until  the  arms  are  down,  then  exhale 
as  before. 

d.  Place  the  palms  of  the  hands  at  the  sides  against  <he  ribs,  fingers 
front.  Inhale  quickly,  letting  the  ribs  push  outward.  Hold  the  breath 
during  the  count  of  8.    Exhale. 

e.  With  hands  as  in  (d)  give  quick,  explosive  syllables,  like  ha 
ho,  etc.,  being  careful  that  the  "push"  of  the  lungs  comes  by  an  inward 
stroke  of  the  floating  ribs  and  not  by  dropping  the  shoulders. 

/.  Inhale  slowly.  Count,  sustaining  the  tone,  from  one  to  twenty. 
Increase  the  number  with  practice. 


ORTHOGRAPHY. 
Suggestions  on  Teaching  Seventli  and  Eighth  Year  Orthography. 

1.  Read  carefully  what  is  said  on  Spelling  and  Dictionary  Work  in  the 
introduction  to  fifth  and  sixth  year  orthography.  It  is  equally  applicable  to 
the  work  of  the  grammar  grades. 

2.  This  course  in  orthography  is  more  complete  than  the  ordinary  school 
course  in  this  subject.  It  includes:  (i)  spelling.  (2)  pronouncing  words 
frequently  mispronounced,  (4)  finding  synonyms,  (5)  defining  technical  terms, 
(6)  reviewing  abbreviations  and  contractions,  (7)  three  rules  of  spelling,  (8) 
Latin  and  Greek  prefixes  and  suffixes  and  a  limited  number  of  roots,  mak- 
ing a  good  course  in  word  analysis. 


ORTHOGRAPHY — SEVENTH    YEAR.  l8l 

3.  The  work  in  spelling  should  not  be  subordinated  to  other  features  of 
orthography.  At  least  two  recitation  periods  each  week  should  be  given  to 
spelling,  besides  the  incidental-  attention  it  receives ;  and  these  two  periods  should 
be  devoted  mainly  to  spelling  words  pupils  know  how-  to  use.  Teachers  should 
consider  with  care,  "General  Suggestions  for  Teaching  Spelling,''  which  pre- 
cede the  outline  of  fifth  year  work  in  this  Course  of  Study. 

4.  Rules  of  spelling  are  of  doubtful  value  because  of  numerous  exceptions; 
but  the  three  which  are  given, — in  the  eighth  year  work,— are  well  worth  while, 
provided  they  are  thoroughly  learned.  Pupils  must  have  drill  in  applying  the 
rules,  or  they  may  be  able  to  repeat  them  perfectly  and  glibly  and  miss;  ell 
words  which  come  under  the  rules.  The  value  of  a  rule  depends  much  on  a 
thorough   committal  of  the  exceptions. 

5.  The  lists  of  Latin  and  Greek  prefixes  and  suffixes  and  the  root  words 
to  be  used  in  the  word  building  exercises  have  been  selected  with  great  care, 
and  all  combined  they  include  an  excellent  practical  course  in  word  analysis, 
which  has  much  more  value  in  education  than  is  sometimes  attributed  to  it.  A 
prominent  normal  school  president  has  said  that  so  far  as  getting  at  the  mean- 
ing of  words  is  concerned  a  six  months'  course  in  word  analysis  is  worth  more 
to  pupils  than  two  years'  study  of  Latin  in  the  usual  manner. 

Give  two  periods  each  week  to  word  analysis.  Teach  pupils  to  get  the 
derivations  of  words  from  the  dictionary.  Drill  on  the  meanings  of  prefixes, 
roots  and  suffixes  till  they  are  fixed  in  mind.  Pupils  may  copy  from  the  dic- 
tionary into  their  notebooks  such  information  about  words  to  be  analyzed  as 
they  think  will  be  useful  to  them.  In  the  recitation  the  teacher  may  help  them 
decide  what  definition,  or  definitions,  and  synonyms  are  to  be  reviewed  and 
remembered. 

Some  superintendents  of  schools  have  asked  that  a  caution'  be  set  down 
here  against  accepting  from  pupils  incomplete,  hence  worthless,  definitions  just 
because  they  happen  to  contain  the  meanings  of  the  parts  of  the  word.  For 
example  :  a  pupil  might  give  as  a  definition  for  abduct,  "to  lead  away,"  instead, 
of  "to  lead  away  wrongfully" ;  or  for  lectometer,  "an  instrument  for  measur- 
ing milk,"  instead  of  "an  instrument  for  measuring  the  richness  of  milk." 

Furthermore,  a  great  many  words  require  not  merely  literal  definitions  but 
others  which  are  not  literal,  as  preposterous  is,  "having  the  after  part  before." 
But  this  definition  is  not  nearly  so  useful  as  the  following,  which  is  in  no 
sense  literal,  "contrary  to  nature,  reason,  or  common  sense;  absurd,  rediculous." 

6.  Dictionary  work  is  a  prominent  feature  of  this  course  in  orthography : 
(a)  "difficult  words  of  all  lessons  of  the  month,"  (b)  words  frequently  mis- 
pronounced, (c)  words  for  which  synonyms  are  to  be  given,  and  (d)  words 
to  be  analyzed,  are  all  included  in  the  work  of  the  grammar  grades.  To  get 
the  required  information  about  these  words  pupils  must  be  constant  users  of 
the  dictionary. 

Included  in  the  two  years'  work  are  three  hundred  words  frequently 
mispronounced.  These  should  be  looked  up  by  the  pupils.  They  should 
copy  in  a  notebook  the  syllabication,  accent,  and  diacritical  markings.  How 
to  interpret  these  is  supposed  to  have  been  learned  in  the  fifth  year.  It 
ought  not.  as  a  rule,  to  be  necessary  for  the  teacher  to  pronounce  the  words 
for  the  pupils.  The  main  purpose  of  this  line  of  work  is  to  give  pupils  the 
ability  to  interpret  the  dictionary,  and  to  inculcate  the  dictionary  habit.  The 
knowledge  of  how  to  pronounce  the  three  hundred  words  here  given  is,_  as  it 
were,  only  a  by-product;  especially,  is  this  true  of  the  proper  names  in  the 
last  month's  work, — names  that  have  appeared  frequently  in  the  papers  since 
the  European  war  began. 

Various  Kinds  of  Information  About  Words. 

Teach  grammar-grade  pupils  that  the  dictionary  contains  a  great  many 
kinds  of  information  about  words:  (i)  spelling,  (2)  pronunciation,  (3)  mean- 
ings, (4)  synonyms,  (5")  derivation,  (6)  historical  development,  (7)  syllabica- 
tion, (8)  means  of  distinguishing  compound  words,  _(g)  parts  of  speech,  (10) 
principal  parts  of  verbs,    (11)    comparison  cf  adjectives,    (12")    illustrative  quo- 


l82  ORTHOGRAPHY — SEVENTH    YEAR. 

tations,    (13)    usage  as  indicated  by  such  terms  as  obsolete,  archaic,  rare,  dia- 
lectic, slang,  provincial,  colloquial. 

To  further  impress  this  important  lesson,  ask  pupils  to  use  the  large  dic- 
tionary and  investigate,  for  example  the  pronunciation  and  syllabication  of 
telegraphy ;  the  various  meanings  of  diz'aii ;  the  synonyms  of  breinty ;  the 
derivation  of  desultory;  the  history  of  curfew,  of  salary;  the  way  in  which  the 
compound  words  able-bodied  and  broad-brimmed  are  written;  the  principal  parts 
of  lie;  the  comparative  and  superlative  degrees  of  few;  a  quotation  illustrating 
the  use  of  concord;  a  picture  illustrating  fez;  the  word  for  which  Obs.  is  the 
abbreviation. 

ALTERNATION — The  work  in  orthography  for  seventh  and  eighth  years  is  arranged 
for  alternation.  During  the  school  year  of  1918-19  teach  seventh  year  orthography;  during 
1919-20  teach  eighth  year  orthography  and  so  continue  to  alternate  the  work  of  the 
two  years. 

First  Month. 

1.  Pronounce  and  spell  important  words  of  all  lessons  of  the  month,  or 
throughout  the  seventh  year  assign  work  in  spelling  and  word-study  from  the 
textbook  adopted  by  the  board  of  education. 

2.  Write  and  define  words  containing  the  following  prefixes:  ab,  from; 
ambi,  around ;  bene,  good ;  circum,  around ;  contra,  against. 

3.  Write  arid  define  words  containing  the  following  Latin  roots :  ann, 
j'ear ;  art,  skill ;  aster,  star ;  at{d,  hear. 

4.  Thirteen,  or  more,  different  kinds  of  information  about  words  may  be 
gotten  from  the  dictionary.  Illustrate.  (See  "Dictionary  Work  for  Seventh 
and  Eighth  Grades"  under  number  6  above.) 

5.  Review  lower  grade  vocabularies.  (See  "General  Suggestions  for 
Teaching  Spelling,"  Fifth  year.) 

Second  Month. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes :  dis,  apart ; 
extra,  beyond;  inter,  between;  non,  not;  per,  through. 

3.  Write  and  define  words  containing  the  following  Latin  roots :  dud, 
clus,  shut;  cor,  cord,  heart;  corpus,  corpor,  body;  cur,  care. 

4.  Review  suggestions  on  how  to  use  the  dictionary,  beginning  with  "To 
Find  Words  Quickly"  fifth  year. 

5.  Have  pupils,  using  their  own  dictionaries,  find  synonyms  for  the  fol- 
lowing words :  extraordinary,  adversity,  achieve,  perplex,  artless,  cordial,  con- 
cord, curious,  accurate,  adequate,  adapt,  abject,  adorn,  agile,  alienate,  alert, 
benevolence,  commend,  degree,  impede. 

6.  Have  pupils  spell  words  they  know  how  to  use.  Require  each  pupil  to 
keep  a  "Corrected-word  Notebook"  as  directed  in  the  fifth  year  work  of 
this  Course. 

Third  Month. 

1.  Pronounce  and  spell  important  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes:  pre,  before; 
re,  back;  semi,  half;  super,  above;  tri,  three. 

3.  Write  and  define  words  containing  the  following  Latin  roots :  due, 
duct,  to  lead ;  fac,  fact,  to  do,  to  make ;  ferr,  to  carry ;  fest.  feast. 

4.  Review  the  essentials  of  "Phonics  and  Pronunciation."    (Fifth  year) 

5.  Pronounce:  admirable,  algebra,  amen,  aye  (yes),  aye  (always), 
biography,  cement,  cleanliness,  data,  defects,  details,  equator,  European,  experi- 
ment, extraordinary,  illustrate,  incomparable,  influence,  interesting,  intestines. 

5.     Have  pupils  spell  familiar  words  they  know  how  to  use. 

Fourth  Month. 

1.  Pronounce  and  spell  important  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes :  uni,  one , 
anti,  against;  dia,  through;  en.  on;  eu,  well. 

3.  Write  and  define  words  containing  the  following  Latin  roots:  foli,  leaf; 
fort,  strong;  fract,  frag,  break;  f rater,  fratr,  brother. 


ORTHOGRAPHY — SE\T:NTH    YEAR.  183 

4.  Pronounce:  lava,  leisure,  literature,  massacre,  nape,  niche,  nominative, 
orchestra,  patron,  pollen,  preferable,  presentation,  produce  (n.),  promenade, 
ravenous,   ravine,   recall,   recognize,   recourse,   recreation. 

5.  Review  and  test  pupils  in  using:  adds,  adz;  blue,  blew;  bowl,  boll; 
cent,  scent;  fair,  fare;  pale,  pail;  flea,  flee;  miner,  minor;  tail,  tale;  course, 
coarse. 

6.  Test  pupils  in  spelling  words  in  everydaj^  use. 

Fifth  Month. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes:  mono,  alone; 
para,  aside;  pcH,  around;  syn,  with;  tele,  far. 

3.  Write  and  define  words  containing  the  following  Latin  roots :  liber, 
free;  liter,  letter;  viaii,  hand;  mater,  mother. 

4.  Pronounce :  reputable,  research,  resource,  salivary,  sinew,  spherical, 
temperature,  tremendous,  vineyard,  apparent,  Arabic,  asphalt,  brigand,  bronchial, 
gallant   (brave),  gallant   (polite),  gondola. 

5.  Review  and  test  pupils  in  using:  sell,  cell;  done,  dun;  great,  grate; 
kill,  kiln;  lie,  lye;  made,  maid;  sole,  soul;  seen,  scene;  tear,  tier. 

6.  Test  pupils  in  spelling  words  taken  from  the  "Corrected-word  Note- 
book." 

Sixth  Month. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  suflBxes :  able,  fit  to  be ; 
acy,  state  of  being;  an,  pertaining  to;  ary,  one  who;  ate,  having. 

3.  Write  and  define  words  containing  the  following  Latin  roots  :  pel,  puis. 
drive;  pend,  pens,  hang;  ped,  foot;  'pan,  place  or  put. 

4.  Pronounce  and  spell :  aerial,  aeroplane,  almond,  apparatus,  atmos- 
pheric, barbarian,  cemetery,  coliseum,  comrade,  dahlia,  diamond,  diphtheria, 
discipline,  dynamite,  fatigue,  finance,  financier,  forbade,  foreign,  genius. 

5.  Review  words  and  their  homonyms  included  in  fifth  year's  spelling: 
berry,  bury ;  steel,  steal ;  oar,  ore ;  creek,  creak ;  cereal,  serial ;  ought,  aught, 
break,  brake ;  piece,  peace ;  no,  know ;  sale,  sail. 

Seventh  Month. 

1.  Prouounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  suffixes  :  ic,  pertaining 
to;  id.  quality;  ity,  state  of  being;  izr,  that  which;  ment,  act  of,  that  which. 

3.  \¥rite  and  define  words  containing  the  following  Latin  roots :  tang, 
touch;  tempor,  time;  ten,  tent,  hold;  terr,  earth. 

4.  Pronounce  and  spell :  grievous,  guarantee,  heroine,  ignoramus,  inaugu- 
rate, irreparable,  juvenile,  neuralgia,  oleomargarine,  parliament,  parquet,  peni- 
tentiary, physique,  predecessor,  sincerity,  souvenir,  statistics,  suburb,  suffrage, 
tyranny. 

5.  Review  words  to  be  pronounced,  given  in  sixth  year's  spelling. 

6.  Have  pupils  spell  hard  words  they  know  how  to  use. 

Eighth  Month. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  suffixes:  ac,  pertaining  to;  ics, 
science  of;  ism,  doctrine,  characteristics  of;  y,  state  of  being. 

3.  Write  and  define  words  containing  the  following  Greek  roots :  chron, 
time ;  ge,  earth  ;  graph,  write ;  log,  speech. 

4.  Pronounce,  spell  and  define  or  use  in  sentences :  abdomen,  acclimate, 
admiral,  adverse,  agile,  alien,  alimentary,  allegiance,  appendicitis,  archipelago, 
arid,  aspirant,  audacious,  auxiliary,  aversion,  bivouac,  boulevard,  bronchitis, 
brooch. 

5.  Review  "abbreviations"  and  "contractions"  included  in  first  and  second 
months'  work  of  the  sixth  year. 

6.  Test  pupils  on  words  they  have  in  their  "Corrected-word  Notebooks." 


184  CKAilMAR    AND    COMPOSITION — SEVENTH    YEAR. 

GRAMMAR  AND  COMPOSITION. 

Read  Introduction,  pp.  39-42.  Read  outline  for  earlier  grades.  Remember 
that  every  lesson  is  a  lesson  in  oral  language,  and  that  every  thing  written  in 
any  class  is  a  piece  of  written  language.  Insist  upon  the  same  standards  of 
correctness  in  all  classes.  Notice  especially  the  vii)iUnum  essentials  listed  at 
the  end  of  Sixth  Grade.  Any  weakness  in  these  matters  are  to  be  drilled  upon 
first — especially  marking  correctly  the  beginning  and  the  end  of  sentences. 

I.  Aims — Oral. 

1.  To  see  (i)  that  the  pupils  do  not  lose  interest  in  oral  work,  by 
stimulating  them  to  express  their  opinions  in  regard  to  whatever  they 
are  interested  in  (See  p.  41);  (2)  that  they  choose  definite  subjects,  and 
prepare  carefully  what  details  to  introduce  and  in  what  order;  (3)  that 
they  speak  distinctly  and  naturally,  in  clean-cut  sentences,  unmarred  by 
and's,  bttt's,  so's  and  tlien's. 

2.  To  maintain  a  high  standard  in  those  speech-habits  noted  for 
earlier  grades. 

3.  To  drill  the  pupils  in  a  few  additional  ones,  and  to  reinforce  habit 
by  knowledge  of  certain  facts  of  grammar. 

4.  To  continue  the  development  of  their  vocabulary, — especially  in 
the  use  of  picturing  nouns  and  verbs. 

5.  To  increase  the  feeling  for  clearness  in  time  relations,  and  to 
drill  on  troublesome  verb  forms  and  tenses. 

6.  To  continue  the  work  on  pronouns, — correctness  in  case  and 
number  forms,  and  in  addition  clearness  in  reference,  especially  of  the 
pronouns  it,  he,  they. 

Written. 

1.  To  secure  from  pupils  daily  a  piece  of  written  work,  well-planned 
and  unmarred  by  misspelled  words  and  other  errors  in  technicalities, — 
this  written  work  to  be  done  in  any  class,  but  at  least  once  a  week  to  be 
an  interesting  original  paragraph,  from  about  a  page  to  a  page  and  a 
half  long. 

2.  To  have  the  pupils  satisfied  with  nothing  less  than  100  per  cent 
standard  in  the  technicalities  noted  for  preceding  grades  and  for  this  grade. 

3.  To  maintain  the  100  per  cent  standard  in  the  forms  of  letters, 
and  to  secure  improvement  in  the  content. 

4.  To  maintain  the  practice  on  the  part  of  pupils  of  proof-reading 
and  correcting  their  compositions  before  handing  them  in.    (See  p.  186) 

5.  To  have  pupils  demonstrate  in  their  written  work,  as  well  as  in 
speech,  what  they  learn  about  nouns,  pronovms,  verbs,  and  verb  phrases. 

6.  To  make  the  correct  marking  of  the  beginning  and  the  end  of 
every  sentence  essential  to  a  passing  grade  on  every  piece  of  written 
work  in  every  class. 

II.  Kinds  of  Written  Work — Single  sentences  for  drill  exercises  and  for 
imitation;  paragraphs  of  a  page  or  a  page  and  a  half,  mainly  narratives  and 
explanations,  with  some  descriptions  of  persons  and  things  that  boys  and  girls 
are  really  interested  in;  dialogues,  narrative  and  dramatic;  friendly  and  busi- 
ness letters. 

III.  Suggestive  Subjects  for  Composition.     (See  page  186) 

IV.  Correction  of  Oral  and  Written  Work.     (See  page  186) 

V.  Grammar — I.  The  sentence:  Definition;  classification  according  to 
meaning  (these  two  points,  review)  ;  essential  elements:  subject,  copula,  predicate 
attribute,  object,  (predicate  attribute  of  the  object,  if  desired).  II.  Parts  of 
speech:  (i)  noun,  common  and  proper,  number  forms;  (2)  pronouns,  personal, 
interrogative,  and  a  few  indefinite,  nominative  and  objective  case  forms,  agree- 
ment with  antecedent  in  person  and  number  (every  one,  etc.  singular)  common 
gender  of  he;  (3)  verb,  verbal,  verb  phrases,  the  six  tenses  of  the  indicative 
(future  perfect   might  well   be   omitted),   agreement   of   verb   with   its    subject 


GRAMMAR   AND   COMPOSITION — SEVENTH    YEAR.  185 

(third  present  singular  form  to  be  drilled  on).  III.  Compounding;  compound 
sentence,  compound  essential  elements,  coordinate  conjuncti:>ns.  (Belong  also 
with  parts  of  speech.) 

Literature. 

The  prose  literature  for  (he  seventh  grade  includes  some  of  the  best  short 
stories  in  the  world ;  and  one  longer  story,  which,  with  its  simple  plot,  may 
serve  as  an  introduction  to  the  study  of  the  novel  later.  In  these  stories,  as 
in  the  sixth  grade  literature,  appear  many  different  kinds  of  people — Robinson 
Crusoe,  Rip  Van  Winkle,  Ichabod  Crane,  Mowgli,  John  Silver,  and  the  rest. 
These  characters  the  children  should  learn  to  know  and  appreciate.  Informal 
acting  of  them  will  help  in  realization ;  but  some  discussion  of  characteristics 
and  how  these  are  shown  is  also  interesting  and  profitable.  Robinson  Crusoe 
is  simple  enough  to  be  used  earlier;  but  it  is  enjoyed  by  seventh  grade  pupils, 
especially  if  they  themselves  are  studying  modern  occupations  and  industries. 
"Alice  Brand"  is  also  good  for  dramatization.  The  wonderfully  vivid  pictur- 
ing in  "The  Jungle  Book",  in  Irving's  stories,  and  in  "Treasure  Island"  pupils 
of  this  age  are  able  to  appreciate  better  than  before,  especially  when  in  their 
compositions  they  try  picturing  for  themselves.  The  teacher  should  make  certain 
that  they  not  only  understand  but  realize  these  scenes.  Since  Kipling's  vigor- 
ous prose  is  especially  valuable  at  this  stage,  pupils  should  be  sure  to  read  also 
"The  Second  Jungle  Book"  and  "Captains  Courageous".  Patriotic  material  is 
in  increased  proportions  here,  fitting  in  with  the  history  work.  The  Gettysburg 
address  while  out  of  place  historically,  is  within  the  grasp  of  seventh  grade 
pupils ;  and  since  so  many  leave  school  at  the  end  of  this  year,  it  should  be 
studied  and  memorized  here.     See  pp.  44-45  for  the  teaching  of  poetry. 

Errors  in  Speech. 

Verbs — Errors  In  use  of  lie,  sit,  rise  eliminated;  all  three  verbs  intransitive, 
of  the  old  conjugation,  no  d  in  any  of  their  forms. 

Errors  in  the  forms  of  the  troublesome  verbs  worked  on  throughout  the 
six  grades  eliminated. 

Failure  of  verb  to  agree  with  subject  substantive.  (Especial  care  in  case 
of  sentences  beginning  There  is  {are,  zvas\  zvere,  and  in  the  use  of  don't). 

The  use  of  tvill  with  /  and  we  to  express  future  time. 

Inaccurate  use  of  past  for  past  perfect  tense. 

Pronouns — Objective  case  form  used  for  subject  and  predicate  attribute 
(Especial  care  in  cases  of  compound  elements). 

Nominative  case  form  used  for  object  of  verb  (Especial  care  in  cases  of 
compound  element). 

You  regarded  as  singular  in  form,  and  therefore  taking  a  singular  verb. 

Everybody    (one,  person),  each,  either,  neither,   regarded  as  plural. 

Failure  to  make  pronouns  agree  with  antecedent  in  number  and  gender. 
{He  is  common  gender.) 

Double  Negative— To  be  eliminated. 

Pronunciatiion — a  attached  to  present  participles ;  failure  to  enunciate  final 
g's,  t's,  d's  and  to  pronounce  correctly  short  vowels:  subjec';  cop^rla  (for 
copwla)  ;  objec';  gether  (gather)  ;  reconize;  atheletic. 

Miscellaneous — Like  for  as  if;  redundant  subject,  eliminated;  Mary  is  all 
better,  etc. ;  or  either  for  or  else. 

Technicalities  in  Writing. 

Capitals — For  proper  nouns  in  general ;  for  common  nouns  of  nationality 
and  race. 

Punctuation — Sentence  :  A  comma  to  separate  the  members  of  a  compound 
sentence  when  joined  by  a  simple  coordinate  conjunction;  to  separate  the  mem- 
bers of  a  series  of  grammatically  coordinate  elements.  Quotation :  Broken 
quotation.     (See  Help^  below.) 

Spelling — Third  present  singular  of  verbs  ending  in  y  preceded  by  a 
consonant,  verbals  made  by  adding  ed  or  ing  to  verb  forms  ending  in  a  single 


l86  GRAMMAR   AND    COMPOSITION — SEVENTH    YEAR. 

consonant  preceded  by  a  single  vowel  (The  consonant  to  be  doubled  if  the  verb 
form  is  a  monosyllable  or  is  accented  on  the  last  syllable)  ;  recognise^  athletics. 
Subjects  for  Composition. 
My  first  night  in  a  sleeping  car;  A  storm  at  night;  When  I  forgot;  Why 
we  lost  the  football  game;  Fun  with  the  boy  scouts;  How  grammar  can  help 
me ;  A  Hallowe'en  prank ;  Robbing  a  bumble-bee's  nest ;  A  conversation  between 
Rip  Van  Winkle  and  his  wife;  Same  between  Mowgli  and  Hiawatha;  A  com- 
parison of  Ichabod  Crane  and  Baloo,  the  brown  bear,  as  schoolmaster;  Tell 
one  way  in  which  you  think  the  law  of  the  jungle  applies  to  people,  and  give 
a  good  illustration;  How  I  can  be  a  good  citizen;  How  to  break  a  colt;  How 
to  tat;  How  to  get  off  a  car;  Rip  Van  Winkle  got  more  than  his  deserts;  Of 
all  the  characters  in  the  poems  and  stories  read  in  this  grade  which  would  you 
like  to  be  and  why?  Give  ten  adjectives  that  apply  to  Long  John  Silver,  and 
prove  that  each  applies  to  him. 

For  Dramatization— Parts  of  "Treasure  Island",  and  "Robinson  Crusoe"; 
If  you  were  going  to  put  "Treasure  Island"  into  moving  pictures,  what  scenes 
would  you  have  to  show? 

For  Nature  Study— What  I  got  out  of  the  canning  club;  How  I  got  my 
seed  corn;  The  best  kind  of  public  highway;  Is  it  worth  what  it  costs? 

Letters— (See  Grades  3  and  6.)  Evangeline  writes  to  Priscilla  telling  of 
the  rumor  that  the  Acadians  are  to  be  expelled ;  Priscilla  replies,  trying  to  com- 
fort her,  and  telling  of  a  recent  scare  the  Indians  gave  her ;  Jim  Hawkins  writes 
his  mother  the  day  after  he  reaches  the  island. 

Table  of  Equivalents. 

1.  Predicate  attribute  (of  the  subject)  includes:  (a)  subjective  comple- 
ment; (b)  attribute  complement;  (c)  predicate  adjective  and  predicate  noun; 
(d)  the  notional  element  in  notional  (or  attributive)  verbs;  (e)  predicate  verb 
(but  only  when  that  term  applies  to  attributive  verbs)  ;  (/)  predicate  nominative 
(This  term  applies  to  substantives  only). 

2.  Copula  includes  (a)  copulative  verbs  or  verb  phrases,  (linking  verb), 
and  (b)  the  asserting  element  in  all  other  verbs. 

3.  Object:   Direct  object,  or  object  complement. 

4.  Predicate  attribute  of  object:  (0)  Objective  complement ;  (&)  objective 
attribute;  (c)  factitive  attribute;  (d)  predicate  objective;  (e)  objective  at- 
tribute complernent ;  (/)  object  complement;  (g)  adjunct  accusative. 

5.  Adverbial  substantive:  (a)  adverbial  objective;  (b)  adverbial  ac- 
cusative. 

6.  Verb  phrases  are  groups  of  verb  forms  used  like  verbs,  and  called  verbs 
in  some  grammars. 

7.  Verbals,— include :  (a)  infinitive',  (b)  participle;  (c)  gerund  (in- 
finitive in  "ing",  included  under  participle  by  some.) 

8.  Adjunct :  modifier. 

9.  Conjunctive  pronoun:    Relative  pronoun. 

VIII — The  Correction  of  Composition — During  the  oral  composition  period 
the  teacher  should  be  as  much  in  the  background  as  possible,  while  still  guiding 
the  recitation.  The  purpose  of  the  speaker  is  to  interest  the  class.  Let  the  class 
judge.  The  teacher  must,  of  course,  see  that  the  judges  have  a  few  points  in 
mind  by  which  to  check  up  the  performance, — as,  for  instance.  Is  the  subject 
definite?  Does  the  speaker  stick  to  the  point?  What  interesting  details  does  he 
use?  What  other  things  are  especially  good?  In  what  definite  respects  could 
he  have  improved  his  talk?  While  throughout  the  school  day,  in  every  recita- 
tion, the  pupils  should  be  held  for  the  good  speech-habits  drilled  on,  it  is  on 
the  whole,  perhaps,  not  wise  to  correct  him  while  he  is  talking,  unless  it  can 
be  done  in  the  most  incidental  fashion.  A  certain  teacher  taps  lightly  with  a 
pencil  when  the  speaker  makes  one  of  the  errors  that  he  is  held  responsible  for, 
thus  giving  him  the  opportunity  of  correcting  himself,  while  not  disturbing  him 
in  his  thinking.  It  is  very  important  that  pupils  should  develop  the  habit  of 
self-criticism.  The  burden  of  correcting  written  work  can  be  greatly  lightened 
by  attending  only  to  those  errors  of  speech  and  technical  matters  that  haz^e  been 


GRAMMAR   AND   COMPOSITION — SEVENTH    YEAR.  I87 

drilled  upon,  letting  all  other  errors  for  the  time  being  go  unnoticed,  and  by 
systematically  training  the  pupils  to  correct  their  own  work.  Each  pupil  should 
have  a  guide  card  for  this  purpose,  showing  the  particular  technicalities  that  he 
is  held  responsible  for.  Then  he  should  be  required  to  proof-read  his  written 
wtork — by  the  aid  of  this  card — before  he  hands  it  in.  Even  in  the  latter  part 
of  the  first  grade,  when  the  children  begin  to  write  single  short  sentences,  they 
should  be  taught  to  read  them  over,  first  to  see  if  any  word  has  been  omitted, 
and  next  to  see  if  the  sentence  begins  with  a  capital  letter  and  closes  with  a 
period.  The  secret  of  effective  proof-reading  is  to  read  through  the  composition 
with  only  one  or  tiuo  points  in  mind  at  a  time.  If  the  teacher  insists  that  proof- 
reading be  done  by  this  method  there  will  be  few  errors  for  her  to  correct, — 
provided  of  course,  that  she  can  let  all  those  errors^  not  drilled  on  pass  unthout 
comment.  Furthermore,  the  insistence  on  a  high  standard  in  those  technical 
matters  drilled  on  will  material'/  lighten  the  work  of  correction.  If,  for 
instance,  a  pupil  knows  for  certain  that  failure  to  put  the  proper  mark  of 
punctuation  at  the  end  of  a  sentence  or  to  spell  a  possessive  correctly  will  fail 
a  piece  of  written  work — in  any  class — however  godd  the  paper  may  be  in  other 
respects,  the  effect  will  be  magical.  You  can  count  on  his  seeing  that  th« 
punctuation  mark  is  there,  and  the  possessive  is  properly  spelled. 

IX — Grammar — Throughout  the  first  six  years  language  has  been  taught  as 
an  art, — that  is  the  purpose  has  been  to  give  the  pupils  increasing  skill  in  speak- 
ing and  writing.  With  the  introduction  of  grammar  in  the  seventh  year  language 
is  taught  also  as  a  science, —  that  is,  with  the  purpose  of  helping  the  pupils  to 
a  knowledge  of  the  facts  of  language  in  their  relations  to  each  other.  The  study 
of  language  from  this  new  point  of  view  is  of  decided  value  in  itself,  in  training 
pupils  to  think  accurately  and  logically.  But  the  hope  is  that  this  knowledge 
will  greatly  improve  practice  by  revealing  the  rules  of  the  game.  It  should  be 
of  definite  aid  not  only  in  giving  pupils  command  of  correct  word  forms,  but 
also  in  developing  their  ability  to  use  clear,  effective,  and  varied  sentences. 
The  seventh  and  eighth  grade  teacher  who  does  not  make  this  connection  be- 
tween grammar  and  good  use,  two  fields  likely  to  be  separated  by  an  un- 
bridged  chasm  in  the  pupil's  mind,  has  failed  in  teaching  English. 

Formal  grammar  should  be  made  as  little  formal,  as  much  a  matter  of  fact, 
as  possible.  Work  always  from  the  thought  to  the  words, — what  are  we  talking 
about,  what  do  we  say  about  it,  what  does  this  word  tell,  what  does  that  phrase 
add  that  we  should  not  know  without  it?  Too  detailed  analysis  and  the  finer 
distinctions  of  syntax  have  no  place  in  seventh  and  eighth  grade  work.  The 
main  thing  is  to  give  the  pupils  (i)  some  grasp  of  the  sentence  as  a  vehicle 
of  thought,  the  essential  elements  expressing  the  bare  thought,  the  adjuncts,  or 
modifiers,  enlarging  and  making  definite  this  thought,  and  (2)  the  knowledge 
that  enables  him  to  discriminate  between  correct  and  incorrect  word  forms. 

With  the  grammar  topics  for  each  month  indicated  as  fully  as  they  are,  it 
should  be  easy  to  use  any  good  textbook. 

This  table  of  equivalent  or  nearly  equivalent  terms  from  school  grammars 
includes  also  the  terms  recommended  by  the  Committee  on  Uniform  Gram- 
matical Terminology.  The  latter  are  printed  in  italics.  It  has  seemed  best  to 
retain  in  the  outline  those  terms  used  in  former  courses. 

First  Month. 

Grammar — I.  The  Sentence:  I.  Definition;  classification  according  to  mean- 
ing, (review).  2.  Classification  as  affirmative  or  negative  (no  additional  negative 
word,  as  no,  hardly,  scarcely,  to  be  used  in  a  negative  sentence).  3.  Complete 
subject  (thinking  first  the  person  or  thing  that  the  sentence  tells  about — that 
is  the  subject  of  the  thought,  the  subject  of  the  sentence  being  the  word  or 
group  of  words  that  represent  the  subject  of  the  thought)  ;  complete  predicate 
(thinking  first  what  attribute  is  asserted  of  the  subject  of  the  thought,  the 
predicate  of  the  sentence  being  the  words  that  make  the  assertion  and  represent 
the  asserted  attribute)  ;  in  finding  subjects  and  predicates, — a  good  plan  to  re- 
arrange an  inverted  sentence  in  its  natural  order  and  to  cast  an  interrogative 
sentence  in  declartive  form.     4.  Sentence  now  to  be  clearly  distinguished  from 


l88  GRAMMAR    AND    COMPOSITION SEVENTH    YEAR. 

phrase  (a  group  of  words  not  consisting  of  subject  and  predicate)  and  clause 
(a  group  of  words  consisting  of  subject  and  predicate,  but  not  complete,  that  is, 
merely  a  part  of  a  sentence.  II.  Special  drill  exercises  on  sentences,  phrases, 
and  clauses  .  (The  sentences  used  for  drill  should  be  real  sentences, — that  is, 
they  should  say  something.) 

Habits  of  Speech — Continue  drill  as  needed  on  good  speech-habits  noted 
for  earlier  grades, — especially  the  proper  use  of  lie,  sit,  rise,  (Habit  of  correct 
use  of  inay  should  now  be  fixed),  the  distinct  enunciation  of  final  d's,  t's,  g's, 
and  the  correct  pronunciation  of  short  vowels.  Add :  The  elimination  of  the 
double  negative;  like, — to  be  used  to  introduce  a  phrase,  never  a  clause; 
"subject", — not  "s'uhjec" ;  "gather". — not  "gether". 

Technicalities  in  Writing — Those  noted  for  earlier  grades,  especially 
spelling  of  plural  and  possessive  forms  of  nouns  and  possessive  forms  of 
pronouns.  Add:  Elimination  (i)  of  the  phrase  and  clause  sentence  ("Thus 
getting  to  school  ten  minutes  late."  "Since  the  new  rules  for  football  are 
bette-  than  the  old.")  (2)  Of  the  run-on  sentence, — that  is,  two  or  more  sen- 
tences run  together  with  no  mark  of  punctuation  or  just  a  comma  between 
("There  are  several  trees  by  the  pond,  they  are  all  willows")  ;  special  atten- 
tion given  to  eliminating  bare  spaces  on  the  right  hand  margin,  by  using  hyphens 
to  divide  words  at  end  of  line  {between  syllables  only). 

Composition — i.  Special  Aims:  Small,  definite  subjects;  sticking  to  the 
point  (unity  of  thought)  ;  clear  order  (usually  the  order  of  time)  ;  enough  details 
to  give  reality  and  interest.  Freedom  and  sincerity  are  fundamental  to  effective 
composition,  oral  and  written.  IT.  Kinds  :  Narratives,  in  the  main,— anecdotes, 
personal  experiences,  reproduction  of  a  well-known  story  from  a  new  point  of 
view  ("How  They  Brought  the  Good  News"  from  the  point  of  view  of  one 
of  the  riders)  ;  explanations  of  how  to  do  things, — to  be  tested  if  possible  by 
having  the  class  do  the  things  by  the  directions  given  (How  to  make  a  paper 
drinking  cup.  How  to  tie  a  knot)  ;  a  friendly  letter. 

Standards  in  Written  Work. 

Grade  VII— (Written  Toward  the  End  of  the  First  Half.) 

The  Autobiography  of  a  Date. 

One  morning  just  after  I  woke  from  a  sound  sleep  I  could  see  from  my 
lofty  position  on  the  date  tree  a  long  and  winding  caravan.  As  the  caravan 
drew  near  I  could  see  the  large  hump-shaped  camels  carrying  large  bundles. 
The  men  were  tired  and  dusty  from  their  long  trip  over  the  hot  desert.  The 
men  and  camels  stopped  at  a  refreshing  oasis  nearby,  around  which  were  large 
palm  trees.  After  the  men  had  rested  and  eaten  their  dinners  I  could  distinctly 
hear  the  leader  command  them  to  gather  the  dates  around  the  oasis.  When 
T  heard  this  command  I  knew  it  would  be  a  long  journey  for  me.  A  coal- 
black  negro  roughly  pulled  me  off  of  my  branch  and  threw  me  into  a  sack.  I 
was  then  loaded  on  to  a  ship.  For  a  while  I  could  hear  the  swishing  of  the 
waters  against  the  ship's  side.  But  before  very  long  I  was  set  down  on  the 
floor  of  some  baggage  car.  I  was  then  put  on  a  shelf  in  some  grocery  store. 
One  day  a  boy  came  in  and  called  for  a  package  of  dates  and  the  package  I 
was  in  was  handed  to  him,  I  was  then  carried  to  his  home  and  emptied  into 
a  china  dish  with  my  companions.  A  small  boy  reached  into  the  dish  and  took 
me  and  put  me  into  his  mouth.  The  last  I  remember  I  was  going  down  a 
dark  passage-way. 

(This  is  included  to  show  a  type  of  composition  and  also  a  use  that  mav  be 
made  of  material  from  other  school  subjects.  If  this  composition  is  read  to 
the  class,  some  one  may  see  what  important  incident  in  his  life  the  date 
forgot  to  tell.) 

Prose — Robinson  Crusoe   (Defoe). 

Poetry — *Abou  Ben  Adhem  (Leigh  Hunt),  Youssouf  (Lowell),  *Sandal- 
phon  (Longfellow). 

Picture — Spring — Corot. 

Second  Month. 

Grammar — T.  Elements  essential  to  all  sentences:     i.  The  complete  subject; 


GRAMMAR   AND   COMPOSITION — SEVENTH    YEAR.  I»9 

one  element  essential  to  every  subject,  the  bare  subject  (or  subject  substantive)  ; 
2.  The  complete  predicate:  two  elements  essential  to  every  predicate,  (l)  predi- 
cate attribute  (the  part  that  represents  the  asserted  attribute),  and  (2)  the 
copula  (the  asserting  element)  ;  form  of  the  copula. — one  word  or  more  than 
one.  II.  Special  drill;  in  asserting  various  attributes  of  subjects  of  thought;  as, 
^[weetness,  hardness,  rottenness  of  an  apple;  action,  size,  place  of  a  snake,  etc.; 
and  in  finding  the  three  essential  elements  of  sentences  beginning  "there  is"  etc., 
and  of  other  inverted  sentences. 

Habits  of  Speech — Add:  "Copula" — not,  "copcrla";  "athletic". — never, 
atheletic". 

Technicalities  in  Writing — Add:  Spelling — copula;  athletics. 

Composition — Special  Aims — Add  interest  through  the  use  of  definite, 
suggestive  details.  K.nds:  Narrative  largely;  explanations  of  proverbs 
and  personal  opinions;  descriptions  of  things  that  boys  and  girls  are  really 
interested  in. — as  scenes  full  of  motion,  with  special  effort  not  to  assert  place 
(or  position)  unduly;  a  business  letter  ordering  something  by  mail.  It  is  very 
bad  form  in  any  kind  of  letter  to  omit  the  subject  of  the  sentence.) 

The  grammar  outlined  for  the  first  two  months  is  comparatively  slight.  The 
emphasis  should  be  put  upon  the  sentence  in  composition,  avoiding  double 
negatives  and  writing  not  only  correct  but  good  sentences. 

Prose — Mowgli's  Brothers,  Kaa's  Hunting;  Tiger,  Tiger  ("The  Jungle 
Book",  Kipling). 

Poetry— *The  Tiger  (Blake),  *To  a  Waterfowl  (Bryant),  Autumn 
(Keats),  Grizzly  (Bret  Harte). 

Picture — Song  of  the  Lark — Breton. 

Third  Month. 

Grammar — I.  Some  important  parts  of  speech:  i.  The  noun:  (i)  definition, 
(2)  use  as  subject  and  predicate  attribute  (predicate  noun),  (other  uses  to  be 
studied  later),  (3)  kinds,  common  and  proper  (capitalization),  (4)  number, 
singular  and  plural  (spelling  of  plural  forms),  (5)  collective  nouns,  both  singular 
and  plural  in  meaning.  2.  The  pronoun:  (i)  definition,  (2)  kinds,  personal, 
interrogative,  a  few  indefinite, — eicrybody  {one,  person,  etc.)  (3)  use  as  subject 
and  predicate  attribute  (predicate  pronoun),  (other  uses  to  be  studied  later),  (4) 
nominative  case  form  to  be  used  in  these  two  constructions, — /,  he,  she,  they, 
who,  (interrogative),  (s)  gender,  he  common  gender,  (6)  number,  you  both 
singular  and  plural  in  meaning  but  always  plural  in  form  requiring  a  plural 
verb;  everybody  {every  one,  every  person)  etc.  singular;  (7)  agreement  of  pro- 
noun with' its  antecedent  in  number  and  gender.  II. — Special  drills  for  capital- 
ization of  nouns,  spelling  plurals,  using  nominative  case  forms  of  pronouns, 
agreement  of  pronouns  with  antecedents, — everybody   {one,  person)   etc. 

Habits  of  Speech— Add  :  Elimination  of  (i)  the  wrong  pronoun  form  for 
subject  and  predicate  attribute,— right  form:  "Mary  and  /  studied  together", 
"It  was  /  (that  did  it)";  (2)  The  redundant  subject,— "J/r.  Walker  spoke  to 
the  school  last  week",— never,  "Mr.  Walker,  he  spoke  to  the  school  last  week"; 
"Everybody  in  the  class  must  sign  his  name  before  leaving", — not,  "Everybody 
in  the  class  must  sign  their  name  before  leaving'".  _ 

Technicalities  in  Writing — Add:  Elimination  of  errors  in  capitalizing 
nouns  and  in  spelling  plurals;  special  review:  (i)  paragraphing,  capitalization, 
and  punctuation  of  dialogue  (undivided  quotation),  (2)  comma  for  word 
of  address. 

Composition — I.  Special  Aims:  In  addition  to  those  suggested,  interest 
through  introducing  conversation  (undivided  quotation)  II.  Kinds  :  Description, 
with  special  effort  not  to  assert  position  unduly;  dialogue,  dramatic  and  narra- 
tive, using  nominative  case  forms  of  pronouns  correctly ;_  explanations,  with 
especial  attention  to  clear  reference  of  pronouns,  especially  it;  a  friendly  letter. 
Prose— Toomai  of  the  Elephants.  His  Majesty's  Servants  (Kipling,  "The 
Tunele  Book).  Read  again  Rikki-Tikki-Tavi. 

Poetry— Hunting  Song  (Scott),  *The  Burial  of  Sir  John  AToore  at  Corunna 
(Charles  Wolfe),  Indian  Summer  (Whittier).  The  Blind  Boy  (Colley  Gibber 
in  Repplier). 


II 


rgO  GRAMMAR   AND   COMPOSITION—  SEN'ENTH    YEAR. 

Picture — John  Alden  and  Priscilla — Boughton. 
Fourth  Month. 

Grammar — I.  Some  important  parts  of  speech  (continued):  i.  Verb: 
(i)  definition,  (2)  classification  as  copulative  and  attributive,  (3)  uses  in  sen- 
tence as  copula  and  as  copula  and  predicate  attribute,  (4)  expresses  time, — 
present  and  past  tense  forms;  the  troublesome  forms,  see,  saw;  do^  did:  sit, 
sat;  lie,  Jay;  cOme,  came;  run,  ran;  give,  gave;  zvrite,  wrote;  take,  took;  break, 
broke;  shine,  shone;  begin,  began;  ring,  rang;  sing,  sang;  drink,  drank;  drive, 
drove;  attack,  attacked;  ask.  asked;  drown,  dron'ned ;  burst,  burst;  (5)  agree- 
ment of  verb  with  its  subject;  the  points  to  be  drilled  on,  (a)  the  present  tense 
form,  third  person  singular  made  by  adding  j  or  es,  and  the  verbs  is  and  was; 
all  these  to  be  used  oiily  with  singular  subjects  (but  not  with  I  and  you^.  (b) 
don't  to  be  used  only  with  plural  subjects  and  I  and  you.  II.  Special  drill  on 
the  copulative  and  attributive  verbs  look,  taste,  become,  etc;  on  troublesome 
tense  forms;  on  agreement  of  is,  are,  was,  don't,  with  subjects,  and  sentences 
beginnings.  Kinds :  Narrative  largely,  in  the  main  of  personal  substantive 
everybody,  etc. 

Habits  of  Speech — Add :  Practical  elimination  of  errors  in  agreement  of 
the  verbs  is,  was,  don't  with  their  subjects;  "Each  one  of  them  thinks  that  the 
other  is  wrong" ;  the  proper  use  of  the  simple  present  and  past  tense  forms. 

Technicalities  in  Writing— Add :  Punctuation  of  divided  (or  broken) 
quotations  ;  spelling  present  third  singular  forms  of  verbs  ending  in  y  preceded 
by  a  consonant. 

Composition — Special  Aim :  Add  to  others  noted,  interest  through  suggestive 
beginnings.  Kinds :  Narrative  largely^  in  the  main  of  personal  experiences 
(But  occasionally  read  just  the  beginning  of  a  story  or  suggest  some  good 
beginning,  and  let  the  pupils  finish  the  story)  ;  narrative  dialogues  (divided 
quotations)  ;  a  business  letter  applying  for  a  position  (the  kind  of  position  that 
the  applicant  might  really  fill.) 

Prose — Rip  Van  Winkle  (Irving),  The  Legend  of  Sleepy  Hollow  (Irving). 

Poetry — King  Robert  of  Sicily  (Longfellow),  Alice  Brand  (Scott),  Under 
the  Holly  Bough  (Charles  Mackay),  I  Saw  Three  Ships  A-Sailing  (West  of 
England  Carol,  in  Open  Sesame  II). 

Picture — Madonna  Granduca— /^o/^/'a^/. 

Fifth  Month. 

Grammar — I.  Essential  elements  of  the  sentence  finished,  verb  continued: 
I.  Verb:  (i)  transitive  action  involving  not  only  a  doer  but  another  person  or 
thing  besides  the  actor  or  doer;  (The  acts  of  laying,  setting,  raising  are  transi- 
tive; the  ideas  of  possession,  lack,  need,  obligation,  are  transitive);  (2)  classi- 
fication of  attributive  verbs  as  transitive  or  intransitive.  2.  Elements  essential  to 
some  sentences:  (i)  object  of  transitive  verb:  objective  case  form  of  pronoun  to 
be  used  as  object, — inc,  him,  her,  them,  whom;  (2)  predicate  attribute  of  the 
object  (May  well  be  omitted).  II.  Special  drill  on  verbs  lie,  sit,  rise, — intran- 
sitive,— and  lay,  set,  raise, — transitive, —  (These  last  three  call  for  objects  unless 
the  assertion  is  made  about  the  object  of  the  action)  ;  case  forms  of  pronouns 
used  as  objects. 

Habits  of  Speech — Add :  "The  baby  lies  in  the  crib",  "Mary  lays  the  baby 
in  the  crib",  "He'll  vieet  Mary  and  me  at  the  station", — never,  "He'll  meet 
Mary  and  I  at  the  station";  elimination  of  nominative'  case  used  as  object  of 
verb,   "recognize", — not,   "reconise" ;   "object". — not,   "objec'". 

Technicalities  in  Writing — Add  :  Spelling — object,  recognize. 

Composition — Special  Aim — Add  :  Interest  through  definite  picturing  words 
(especially  nouns  and  verbs, — tramp  rather  than  man ;  trudged,  rather  than 
walked,  etc.)  Kinds:  Short  descriptions  of  lively  scenes  of  interesting  persons, 
as  the  postman  on  your  street,  the  keeper  of  the  store  at  the  cross-roads,  the 
leader  of  the  church  choir;  narrative  dialogue, — using  more  descriptive  verbs 
for  the  usual  said. — as  grunted,  snapped,  etc.;  a  friendly  letter,  with  special 
attention  to  picturing  words 


GRAMMAR   AND   COMPOSITION — SEVENTH    YEAR.  IQI 

Prose — None. 

Poetry — Evangeline  (Longfellow),  The  Owl  Critic  (James  T.  Fields). 

Picture — The  Night  Watch — Rembrandt. 

Sixth  Month. 

Grammar — I.  Verbs,  verbals,  verb  phrases:  i.  Definition  of  verbal  and  verb 
phrase;  2.  Troublesome  forms:  (i)  verbs — saw,  did,  came,  went,  ran,  gave, 
began,  wrote,  took,  broke,  tore,  ^ang,  drank,  spoke,  drove,  always  used  alone, 
never  a  part  of  a  verb  phrase;  (2)  verbals — seen,  done,  begun,  rung,  taken, 
sung,  drunk,  used  in  predicate,  only  as  part  of  a  verb  phrase,  the  predicate  i't- 
tribute  but  never  the  copula;  (3)  verb  phrases:  has,  have,  had  lain,  (sat,  risen, 
seen,  done),  etc.  (See  Fourth  Month.)  3.  Classification  of  verb  phrases  as 
copulative  or  attributive,  transitive  or  intransitive.  4.  Principal  parts  of  verbs 
(past  participle  may  be  named  without  any  attempt  at  definition)  ;  classification 
of  verbs  as  of  the  old  or  the  new  conjugation;  lie,  sit,  rise,  all  of  the  old 
conjugation,  (No  d  appears  in  any  of  their  forms.)  II.  Analjsis  of  the  sen- 
tences, giving  (i)  classification,  (2)  essential  elements  subject,  predicate  at- 
tribute, copula,  object  (if  there  is  one),  predicate  attribute  of  the  object  (if 
that  element  is  taught).  TIL  Some  parsing  of  nouns,  pronouns,  verbs  in  the 
constructions  studied.  IV.  Special  drill  on  troublesome  verbs  and  verb  phrases, 
including  such  verbs  of  the  new  conjugation  as  give  trouble. 

Habits  of  Speech — Add  :  Fix  the  habit  of  using  see,  saw,  has,  (have  or  had) 
seen;  do,  did,  has,  (have  or  had)  done,  etc.  correctly;  "Neither  of  them  has 
done  his  share  of  the  work, — not,  "Neither  of  them  have  done  their  share  of 
the  work." 

Technicalities  in  Writing — Add:  Spelling — past  tense  and  past  participle 
formed  by  adding  d  or  ed  to  verbs  ending  in  a  single  consonant  preceded  by  a 
single  vowel  (The  consonant  is  to  be  doubled  if  the  verb  is  a  monosyllable  or 
is  accented  on  the  last  syllable). 

Composition — Special  Aim — Add  :  Clearness  in  the  use  of  words, — especial- 
ly in  the  use  of  the  pronouns  it,  he,  they,  and  of  the  words  bring,  take ;  come,  go; 
break,  burst.  Kinds:  Explanations,  with  especial  effort  for  clearness;  an 
occasional  written  analysis  of  a  sentence, — preferably  one  of  the  student's  own; 
incidents,  bringing  in  the  words  mentioned  above;  business  letter,  with  especial 
reference  to  clearness. 

Prose — *Gcttysburg  Address  (Lincoln). 

Poetry — How  Sleep  the  Brave  (Collins),  How  They  Brought  the  Good 
News  (Browning),  The  Revenge  (Tennyson),  Concord  Hymn(  Emerson), 
*0h,  Captain,  My  (Taptain  (Whitman),  Warren's  Address   (John  Pierpont). 

Picture — Lincoln — St.  Gaudcns. 

Seventh  Month. 

Grammar — I.  Verb  phrases,  present,  past,  and  future:  I.  Three  time  periods; 
(i)  present  verb  phrases — for  example,  has  lain  ("Rover  has  lain  under  the 
steps  all  this  morning", — ^^not,  "all  yesterday  morning").  (Remember  that  has 
and  have  do  not  express  past  time);  (2)  past  verb  phrases, — had  lain  ("Rover 
had  lain  under  the  steps  two  hours  when  I  drove  him  out")  ;  (3)  future  verb 
phrases, — shall  lie.  will  lie  ("I  s^iall  lie  here  all  afternoon  if  no  one  disturbs  me", 
— but,  "He  zvill  lie  here  all  afternoon  if  no  one  disturbs  him."  2.  Six  tenses: 
present,  present  perfect,  past,  past  perfect  (accurate  use  of  this  tense)  ;  future, 
(accurate  use  of  shall  and  will),  future  perfect,  (this  tense  should  really  be 
omitted;  conjugation  in  the  five  (or  six)  tenses  of  the  indicative  mode  (This 
term  may  be  used,  but  not  defined)  of  the  dozen  or  more  troublesome  verbs 
worked  on.  II.  Special  drills  on  troublesome  forms,  on  the  use  of  the  past 
perfect  tense,  and  the  use  of  /  shall,  tve  shall,  to  express  future  time.  (Continue 
analysis  of  sentences,  and  some  parsing). 

Habits  of  Speech — Add  :  "I  shall  drown  ;  no  one  zvill  help  me", — not,  "I 
will  drown;  no  one  shall  help  me";  in  general  the  use  of  shall  with  /  and  we 
to  express  future  time ;  "Mary  is  better", — never,  "Mary  is  all  better". 

Technicalities  in  Writing — No  new  ones. 


192  GRAMMAR   AND   COMPOSITION — SEVENTH    YEAR. 

Composition — Special  Aim — Add:  Clearness  in  the  use  of  tenses.  Kinds: 
Stories  and  conversations  mainly,  with  especial  reference  to  the  time  expressed 
by  verbs  and  verb  phrases;  a  friendly  letter.  (Continue  the  occasional  written 
analysis  of  a  sentence — preferably  the  student's  own.) 

Prose — Treasure  Island    (Stevenson). 

Poetry — *Sir  Galahad  (Tennyson),  *Life's  Measure  (Ben  Jonson,  from 
Ode  on  the  Death  of  Sir  H.  Morrison,  in  Heart  of  Oak  VI),  Alexander  Sel- 
kirk (Cowper),  The  Last  Leaf  (Holmes). 

Picture — Joan  of  Arc — Bastien  Lcf'agc. 

Eighth  Month. 
Grammar — L  Compound  sentences  and  elements:  i.  Compound  sentence; 
— two  or  more  single  sentences  joined  in  one;  coordinate  conjunctions,  and,  but, 
or,  either,  neither;  especial  attention  to  the  correct  use  of  these  conjunctions; 
unity  of  the  compoimd  sentence.  (The  sentences  put  together  in  a  compound 
sentence  should  really  belong  together  in  thought,  for  example,  "It  was  raining 
in  torrents,  but  Mary  would  go  to  the  party", — but  not  "Lincoln  was  a  friend 
to  the  South,  but  he  was  a  very  homely  man."  2.  Compound  elements  :  com- 
pound subject,  compound  predicate,  compound  predicate  attribute,  compound 
object;  a  series  (usually  three  or  more  coordinate  elements  joined  in  one). 
II.  Special  drills  on  good  compound  sentences,  on  the  proper  use  of  the  con- 
junction but,  on  the  punctuation  of  a  series.  (Only  those  series  covered  by  the 
grammar  outlined  thus  far).  (Continue  analysis  of  sentences  and  some  parsing.) 

Habits  of  Speech — Add :  Practical  elimination  of  errors  in  the  order  of  pro- 
nouns and  in  the  case  form  of  pronouns  in  compound  subjects  and  objects,  as, 
"Mary  and  /  have  decided  not  to  study  together",  "She  let  Mary  and  me  s*^udy 
together";  "He'll  have  to  take  better  care  of  himself,  or  else  he'll  be  sick", — 
— never,  "or  either  he'll  be  sick." 

Technicalities  in  Writing — Add :  L^se  of  comma  between  the  parts  of  a 
compound  sentence  joined  by  a  coordinate  conjunction  (and,  but,  or,  either, 
neither)  ;  use  of  comma  to  separate  the  members  of  a  series, — the  comma  to  be 
used  before  the  conjunction  (The  compound  sentence  is  really  a  series)  ;  for 
example,  "Mary,  John,  and  /". 

Composition — I.  Special  Aim :  To  write  good  compound  sentences,  and  to 
use  correctly  the  words  guess,  think,  expect;  stop,  stay;  party,  ptrsoit.  IT. 
Kinds:  Test  compositions  of  various  kinds  (especially  test  the  pupils'  ab'lity 
to  write  clear  explanations,  and  friendly  and  business  letters.)  (Continue 
the  occasional  written  analysis  of  a  sentence.  Give  some  work  in  outlining,  if 
desirable.) 

Definite  Results  to  be  Attained  at  the  End  of  Seventh  Year.  The 
fixed  habit  of  distinct  utterance  and  correct  pronunciation  of  short  vowels. 

The  ability  to  speak  to  the  class  for  three  or  four  i  linntes  on_  a  definite 
topic,  in  clean-cut  sentences,  with  special  attention  to  interesting  details  and  the 
orderly  arrangement  of  those  details. 

Decided  improvement  in  good  speech-habits,  with  increased  assurance  in 
the  use  of  pronouns  and  verbs  and  the  elimination  of  double  negatives, — due  to 
knowledge  of  grammar. 

Increased  ability  in  planning  (prevision)   of  both  oral  and  written  work. 

Greater  accuracy  and  definiteness  in  the  use  of  words, — especially  nouns, 
pronouns,  verbs,  verb  phrases,  and  coordinate  conjunctions. 

Mastery  of  technicalities  (i)  of  capitalization  (except,  perhaps;  types 
of  proper  nouns  not  specifically  noted),  (2)  of  punctuation  of  sentences, 
(except,  perhaps,  a  series),  and  of  words  (abbreviations  and  initials),  (3)  of 
spelling  plurals  of  nouns,  (4)  of  the  letter  form,  friendly  and  business. 

A  high  standard  in  spelling  (practical  mastery  of  possessives). 

Some  mastery  of  the  facts  of  grammar  studied,  shozvn  in  talking  and  writing. 

Prose — Treasure  Island.    • 

Poetry— *To    a    Mountain    Daisy     (Burns),    *Song    on    a    May    Morning 
(Milton),  To  a   Skylark    (Shelley),   Requiem    (Stevenson). 
Picture — Mother  and  Child — Brush. 


ARITHMETIC SEVENTH    YEAR.  193 

ARITHMETIC. 

In  teaching  arithmetic  every  new  subject  should  be  developed  in  the  class. 
The  order  may  be  : 

(a)  Discussion  of  the  type  of  business,  and  of  the  new  ideas  and 
new  words  as  fast  as  they  are  needed  to  understand  the  problems. 

(b)  Discussion  and  comparison  of  a  few  type-problems. 

(c)  Solution   of   many   problems  made  by  teacher  and   pupils,   and 
dealing  with  the  local  environment. 

(d)  Generalization   of   the  process  under  the   form   of   a  rule.     If 
more  convenient  for  computation  make  a  formula  of  this  rule. 

(e)  Comparison  of  process  with  preceding  processes. 
(/)     Problems  from  the  textbook. 

Pupils  should  not  use  textbook  until  (/)  is  reached.  The  local  problems 
may  be  written  ou  the  blackboard,  or  on  slips  of  paper  to  be  passed  around 
for  solution.  Interesting  problems  for  the  first  month  may  be  found  in  com- 
puting what  per  cent  the  boys  enrolled  are  of  the  total  enrollment;  daily 
attendance  of  enrollment;  school  enrollment  of  population  of  district;  area 
of  district;  area  of  township;  school  sessions  of  entire  day;  school  days  of 
entire  month ;  length  of  day  as  found  in  almanac  of  twenty-four  hours ;  per 
cent  area  in  corn,  meadow,  etc.,  on  farms  where  pupils  live.  Make  the  farm  the 
center  of  interest  in  all  lines  of  work  in  rural  schools.  Do  not  confine  per- 
centage to  money  problems. 

If  the  first  month's  work  is  well  done,  the  subsequent  work  in  percentage 
will  be  found  eas\',  provided  the  students  understand  the  business  to  which 
percentage  is  applied.  The  teacher  should  inform  himself  and  his  pupils 
thoroughly  in  the  usages  of  the  commercial  world.  The  civic  and  economic 
aspects  of  these  usages  should  be  discussed. 

Most  of  the  difficulties  of  percentage  arise  from  forgetting  what  the  base 
is.  It  should  be  made  an  invariable  rule  in  the  earlier  stages  of  the  work 
always  to  name  thi  base  after  the  word  per  cent,  even  if  not  printed  in  the 
statement  of  the  problem. 

The  work  in  bookkeeping  is  of  the  highest  importance.  The  habit  of  keep- 
ing accurate  accounts  of  personal  expenses  and  business  transactions  makes  one 
careful  in  business  and  leads  to  economy  and  thrift.  Our  accounts  are  often 
for  others'  eyes ;  they  should  be  kep'.  according  to  the  standard  forms.  These 
forms  are  few  and  simple,  easily  m'.stered  by  the  fourteen-year-old  pupil. 

Many  of  the  "budget  sets"  row  prepared  by  educational  publishers  will 
be  found  of  great  assistance  in  ter.ching  bookkeeping. 

The  year's  work  as  outlined  below  will  be  found  ample  for  strong  classes. 
If  the  ability  of  the  class  is  not  found  equal  to  the  entire  outline,  it  is  recom- 
mended that  the  work  labeled  "optional"  be  omitted. 

This  year  is  devoted  to  commercial  arithmetic,  percentage  and  its  applica- 
tions, and  bookkeeping. 

Many  rules  are  more  convenient  for  computation  when  stated  as  formulas, 
for  example,  p  =  rb.  After  the  rule  has  been  carefulk  developed  and  is  well 
understood  the  pupil  should  be  encouraged  to  shorten  his  computation  by  the 
use  of  formulas.  The  use  of  formulas  is  valuable  in  familiarizing  the  pupil 
with  the  use  of  letters  to  represent  numbers  and  is  a  natural  introduction 
to  algebra. 

ALTERNATION — The  arithmetic  of  this  year  is  intended  to  alternate  with  that  of 
the  eighth  vear  and  should  be  studied  durinij  1918-19  and  each  alternate  year  thereafter. 
This  year  is  devoted  to  commercial  arithmetic,  percentage  and  its  applications,  and  book- 
keeping. 

First  Month. 

Decimals — Review,  especially  multiplication  and  division  and  reduction  of 
decimals  to  common  fractions  and  common  fractions  to  decimals. 

Percentage — For  presentation  and  forms  of  solution  see  the  second  and 
third  months  in  the  sixth  year, 

In  a  problem  in  percentage  there  are  three  numbers,  the  percentage, 
the  rate  per  cent,  and  the  has^.     Since  a  problem  exists  when  any  one  of  the 


194  ARITHMETIC SEVENTH    YEAR. 

three  is  unknown,  we  may  have  three  types,  or  cases,  of  percentage  problems 
and  only  three. 

Show  that  in  each  of  these  types  the  problem  is  more  easily  solved  as  a 
problem  in  simple  fractions  if  the  rate  per  cent  is  an  aliquot  part  of  lOO;  thus, 
121/2%  of  824  =:  ^  of  824,  or  103. 

Reduce  various  integral  and  fractional  rates  per  cent  to  equivalent  decimal 
and  simple  fractions. 

Review  reduction  of  a  per  cent  to  a  common  fraction  and  to  a  decimal  in 
connection  with  finding  a  per  cent  of  a  number.  Review  reduction  of  a  com- 
mon fraction  to  a  decimal  in  connection  with  finding  what  per  cent  one  number 
's  of  another. 

Second  Month. 

Develop  the  three  percentage  formulas : 

~      '       '~     b    '  r  ' 

In  these  formulas  /-  is  expressed  in  hundredths.  Solve  problems  by  using 
ihese  formulas,  thus : 

I.  Find  14%  of  $195-65.  195.65 

p  =  . 14  X  $195.65  =  $27.39.  -14  .  T 


7S260 
1956s 

■      27.3910 
^.72)  is  what  per  cent  of  $412.80,  correct  to  .1%? 
$89.73 


$412.80 


=  21.7%.  .217 


4128)807.3 
8256 


7170 
4128 

30420 
2889S 


1524 
Make  it  clear  that  this  answer  is  correct  to  .1%. 


So  is  27%  of  what? 

$580 
b  = .  =  $2148.15. 

214S.15 

27)58000 

.27 

54 

40 

27 

130 
108 

220 

216 

40 

27 

130 

135 

ARITHMETIC — SEVENTH    YEAR.  195 

Make  it  clear  that  this  answer  is  correct  to  the  nearest  cent. 

Problems  in  Increase  or  Decrease — Problems  in  fractions  in  which  a  given 
number  is  a  certam  fraction  of  a  required  number  more  or  less  than  that  re- 
quired number;  such  as,  Laura,  who  is  fourteen,  is  7^  (of  May's  age)  older 
than  May.  How  old  is  May?  Note  that  these  problems  are  confusing  because 
the  phrase,  "Of  May's  age"  is  commonly  omitted  in  stating  the  problem. 

Problems  in  which  one  number  is  a  certain  per  cent  of  a  second  number 
more  or  less  than  the  second.  In  these  problems  difficulty  arises  from  for- 
getting what  the  base  is. 

Profit  and  Loss — In  most  textbook  problems  the  base  is  the  cost  of  what 
is  sold.  Merchants  sometimes  compute  the  profit  on  the  selling  price.  Fre- 
quently require  pupils  to  describe  steps  in  a  solution  without  stating  results. 
Suggest  concise  and  accurate  forms  of  description. 

C0MMERC1.A.L  Discount — Distinguish  between  marked  price  and  selling  price. 
Discuss  the  advantage  of  having  a  fixed  nominal  price  to  be  published  in 
catalogs  with  discounts  (single  or  compound)  that  may  fluctuate  with  state  of 
the  market,  or  the  solvency  or  promptness  of  the  purchaser. 

Third  Month. 

Commission  and  Brokerage — Different  forms  of  compensation;  wages, 
salaries,  fees,  commissions.  Study  commissions  of  agents  from  sales,  lawyers' 
collections,  and  brokers'  purchases.  Learn  the  meaning  of  the  terms  agent, 
principal,  commission,   net  proceeds,  commission  merchant,  broker,   etc. 

Interest — Compensation  for  the  use  of  property.  Compare  interest  on 
money  with  the  rent  paid  for  a  house  or  the  Iiire,  of  a  horse  and  buggy.  There 
are  at  least  three  good  methods  of  computing  interest  where  years,  months,  and 
days  are  all  involved.  Teach  the  six  per  cent  method  and  one  other.  A  result 
may  be  checked  bj'  solving  the  problem  by  two  methods.  Always  in  arithmetic 
teach  pupils  to  test  their  work.  Make  accuracy,  not  speed,  the  thing  to  be 
proud  of.  Answers  in  the  textbook  satisfy  a  natural  craving  of  the  children, 
but  they  do  not  develop  self-reliant  arithmeticians.  Teach  the  mode  of  indicat- 
ing the  various  operations  by  straight-line  analysis  and  abridging  the  work  by 
cancellation.     Teach  also  the  use  of  interest  tables. 

Discuss  and  write  the  various  forms  of  notes,  endorsements,  and  a  few  of 
the  more  important  legal  provisions  in  regard  to  them.  Define  usury,  legal 
rate,  suret\',  endorsement,  maker,  payee,  negotiable,  judgment  notes,  simple 
interest,  compound  interest,  exact  interest. 

Optional — Problems  in  Partial  Payments.  Learn  the  rule  of  the  United 
States  Courts  and  the  more  equitable  Merchants'  Rule. 

Fourth  Month, 

The  Banking  Business — The  four  chief  functions  of  banks;  receiving 
deposits,  lending  money,  transmitting  money  by  means  of  drafts,  issuing  paper 
m.one}'.  Economic  advantages  of  banks  to  a  community.  Function  of  the 
bank  examiner.  Why  banks  usually  lend  for  short  periods  such  as  30,  60  or 
90  days.  Define  discount,  bank  discount,  proceeds.  Mode  of  computing  bank 
discount.  (Days  of  grace  have  been  abolished  in  Illinois.)  Mode  of  computing 
face  of  note  that  will  yield  any  required  proceeds.  Mode  of  computing  the 
actual  rate  of  interest  when  notes  are  discounted  at  various  rates  for  various 
periods. 

Modes  of  Remitting  Money — Letter,  ^express,  post-office  money-order, 
express  money-orders,  telegraphic  money-orders,  checks,  drafts,  etc.  Compare 
these  methods  as  to  safety,  cost  and  convenience  for  the  sender  and  the  receiver. 

Write  and  discuss  checks  and  drafts,  both  bank  drafts  and  the  commercial 
drafts  used  in  collections.  Trace  the  history  of  some  draft  issued  by  the  local 
bank  through  the  clearing  house  until  it  returns  to  the  home  bank.  The 
arithmetic  of  this  subject  needs  little  attention. 

Teach  the  interest  formula  i  =  prt.  Notice  that  r  is  the  rate  expressed  as 
hundredths,  and  t  the  number  of  years  in  the  time. 

Option.\l — Bookkeeping.  Form  of  cash  account;  account  of  boy  at  school; 
cash    account    in    small    business.      How    to    balance    an    account.      Wliat    the 


190  ARITHMETIC — SEVENTH    YEAR. 

balance  of  a  cash  account  must  show.  Personal  accounts  with  debit  and  credit, 
as  they  arise  in  ordinary  trade.  What  the  balance  must  show.  Loss  and  gain 
accounts  as  kept  with  a  field  or  crop,  a  lot  of  cattle,  or  a  stock  of  goods,  in 
which  the  balance  shows  a  loss  or  a  gain.  An  inventory.  Pupils  make  in- 
ventories of  their  personal  belongings  at  school  of  the  school  furniture  and 
.apparatus.  What  the  difference  between  two  successive  inventories  of  the 
same  stock  shows.  Dictate  a  few  transactions  every  day.  Pupils  should  rule 
a  few  sheets  to  learn  the  form ;  afterwards  supply  paper  suitably  ruled. 

Fifth  Month. 

Taxes — Study  our  state  tax  system.  Who  levy  state  tax,  county  tax,  town- 
ship tax,  road  and  bridge  tax,  city  tax,  school  tax?  The  assessor,  the  board  of 
review,  the  board  of  equalization.  The  county  clerk  determining  the  rate  and 
extending  the  taxes.  The  collector  and  the  legal  machinery  for  enforcing  pay- 
ment. Obtain  local  levies  and  assessments  and  make  the  arithmetic  computa- 
tion required  of  each  of  these  various  ofificials. 

United  States  Revenues — Ad  valorem  and  specific  duties,  relative  ad- 
vantages. Internal  revenues,  alcoholic  liquors,  tobacco,  butter  imitations,  and 
postal  revenues,  rates  of  postage.     The  new  excises  on  incomes.     War  taxes. 

Optional — Bookkeeping.  Continue  the  farm  transaction  begun  last  month, 
or  take  up  a  budget  set  adapted  to  a  retail  business  and  continue  the  same 
throughout  the  year. 

Sixth  Month. 

Investments — Compound  Interest.  How  to  use  the  table.  Show  that  com- 
pound interest  is  needed  to  answer  such  a  problem  as  this  :  Which  is  the  better 
investment,  to  deposit  $1000  in  a  savings  bank  for  five  years,  compound  interest 
4  per  cent,  taxes  nine  dollars  per  year,  or  to  invest  $1000  in  a  lot,  taxes  four 
dollars  per  year,  which  sells  at  the  end  of  five  years  for  $1200?  Thrift  stamps 
and  War  Savings  stamps. 

Property  Insurance — Read  a  fire  insurance  policy,  define  the  terms.  What 
determines  the  difference  in  rates  for  different  buildings?  Who  should  not 
insure?  Should  school  houses  be  insured?  Court  houses?  The  adjuster. 
Should  the  full  amount  of  the  policy  be  paid  in  case  of  a  total  loss? 

Optional — Bookkeeping.  Introduction  of  the  Day-book  or  Journal  as  the 
book  of  first  entry,  preliminary  to  the  Ledger  or  book  of  accounts.  The  balance 
sheet  of  loss  and  gain  accounts  to  show  net  loss  or  gain.  The  balance  sheet  of 
resources  and  liabilities  to  show  the  same.  Mode  of  closing  accounts  or  a 
set  of  accoimts. 

Take  up  a  set  of  transactions  as  they  would  occur  in  the  conduct  of  a  farm 
or  small  business  for  a  month  or  year.  Write  all  business  letters,  orders,  notes, 
checks,  drafts,  bills,  and  receipts  as  they  would  actually  arise.  Write  up  the 
various  accounts  and  make  a  financial  statement  at  the  end  of  the  period.  This 
set  of  transactions  may  continue  through  the  seventh  month. 

Seventh  Month. 

Stocks  and  Bonds — Trace  the  organization  and  history  of  some  corpora- 
tion to  get  an  adequate  idea  of  the  meaning  of  the  terms  capital,  stock  certificate, 
assessment,  dividend,  common  stock,  preferred  stock,  bond,  par  value,  market 
value,  premium,  discount,  etc.  Explain  stock  quotations  as  given  in  daily  papers. 
Explain  the  two  great  advantages  of  the  corporation  over  the  firm  as  a  mode 
of  business  association.     Finding  rate  of  profit  on  stock  investments. 

General  Problems  in  Interest — In  the  formula  iz=prt  four  quantities  are 
involved.  If  any  three  are  given  the  other  may  be  found.  Since  if  the 
product  of  three  factors  is  divided  by  the  product  of  two  factors  the  quotient 

i  i  i 

is  the  other  factor,  we  have  /»  =  • ,     r  ^= ,  ^  = .     Use  these  formulas 

rt  pt  pr 

in  solving  for  rate,  time,  or  principal. 

Optional — Bookkeeping.  Continue  exercises  in  cash  accounts,  personal 
accounts,  loss  and  gain  accounts,  and  inventories  taught  last  month.  Expense 
account.    What  items  charged  here?     Why  is  it  a  loss  and  gain  account?     Are 


WRITING — GEOGRAPHY — SEVENTH   YEAR,  197 

there  ever  entries  on  the  credit  side?     Proprietor's  account,  or  "stock  account". 
Items  to  be  entered  in  this  account. 

Bills  payable,  bills  receivable,  interest  account.  Note  that  interest  here 
means  the  use  of  money,  the  thing  we  buy  when  we  pay  out  cash  for  interest. 
Comparison  of  these  accounts  to  discover  the  common  law :  "Whatever  is  re- 
ceived b.y  the  person  or  thing  named  in  the  heading  is  set  in  the  debit  column; 
whatever  is  given  is  set  in  the  credit  column".  Since  every  value  given  by  a 
person  or  thing  is  received  by  some  other  person  or  thing,  it  follows  that 
every  transaction  must  be  recorded  in  two  different  accounts,  once  as  a  credit, 
once  as  a  debit.     The  trial  balance  to  test  correctness  of  entries. 

Eighth  Month. 

Life  Insurace — Define  "expectation",  "level  premium'',  "endowment  policy", 
mutual  and  old  line  insurance.  Get  a  table  of  life  insurance  premiums  and 
discuss  the  relative  premiums  at  different  ages  and  the  relative  premiums  for 
different  kinds  of  policies. 

Spend  the  month  on  miscellaneous  percentage  problems.  Solve  list  of  prob- 
lems about  domestic  science,  food  values,  balanced  rations  for  animals,  mixtures 
as  concrete  and  fertilizers,  etc. 


WRITING. 

Grades  VII   and  VIII. 

Place  Emphasis  on  : 

1.  Correct  position  in  applied  writing. 

2.  Correct  movement  in  applied  writing. 

3.  Uniformity  of  slant,  height,  and  spacing  of  letters  in  applied  writing. 
Give  Instructions  in  : 

I.     The  size  and  the  relative  height  of  capitals  and   small  letters,  the  pro- 
portion of  their  parts,  and  the  spacing  between  letters  in  words. 
Special  Directions  : 

1.  Review  the  figures. 

2.  Have  pupils  test  for  themselves  their  applied  writing  to  see  if  it  meets 
the  requirements. 

3.  Have  pupils  write  letters  using  unruled  paper. 


GEOGRAPHY. 

introduction. 

The  first  month  of  the  seventh  year  is  given  to  a  study  of  geographic 
factors  of  world-wide  application.  This  month's  work  forms  a  foundation  for 
geographic  interpretation  during  all  succeeding  work  of  seventh  and  eighth 
years.  It  should  be  applied  especially  to  the  study  of  South  America  as  a 
whole  in  the  second  month,  and  to  each  continent  as  studied  in  later  work. 

GEOGRAPHIC  PRINCIPLES,  SOUTH  AMERICA  AND  EUROPE. 
Topics  by  Months. 

I.     Geographic  Factors  of  World-wide  Application. 
11.     South  America  as  a  Whole. 

III.  Countries  of  South  America. 

IV.  Europe  as  a  Whole. 

V.     The  Nations  of  the  World  War. 

VI.     Nations  of  Western  Europe :  British  Isles,  France,  Belgium,  Holland, 
Denmark,  Norway,  Sweden. 

VII.     Nations  of  Central  Europe :  Germany,  Luxemburg,  Austria-Hungary, 
Switzerland,   Balkan   Countries. 

VIII.  Nations  of  Southern  and  Eastern  Europe:  Spain,  Portugal,  Italy^ 
Russia;  Review  of  Europe. 


IQO  GEOGRAPHY — SEVENTH    YEAR. 

ALTERNATION — Geography  of  seventh  and  eighth  years  should  alternate  in  country 
schools  so  as  to  reduce  the  number  of  recitations  in  the  day's  program:  During  1918-19 
study  seventh  year  geography;  during  1919-20  study  eighth  year  geography,  and  so  contine 
to  alternate  from  year  to  year. 

First  Month. 

Geographic  Factors  of  World-wide  Application. 
I. — General  Circulation  of  the  Atmosphere. 

1.  Develop  circulation  of  atmosphere  by  heating  of  the  school  room. 

2.  Wind  belts  of  the  earth  :  the  doldrum  belt ;  northeast  trades  and  south- 
east trades ;  horse  latitudes  of  northern  and  southern  hemispheres ;  westerlies 
of  northern  and  southern  hemispheres ;  the  general  location  of  each  as  to  lati- 
tude; the  direction  of  air  movement  in  each. 

II. — Ocean  Currents. 

1.  Study  world  map,  and  describe  ocean  currents  in  each  ocean  both  north 
and  south  of  the  equator. 

■2.  Relate  direction  of  ocean  currents  to  wind  belts;  note  which  coasts  of 
the  various  continents  receive  winds  from  the  ocean. 

III. — Rainfall  of  the  Earth. 

_  I.     Comparison   of   ^varm    and   cold   air   with   reference  to  ability   to   hold 
moisture;  show  that  cooling  of  warm,  moist  air  produces  rainfall. 

2.  Amount  of  rainfall  in  the  different  wind  belts  under  normal  conditions; 
study  rainfall  map  of  the  world  in  textbook. 

3.  Rainfall  on  windward  mountain  slopes;  on  leeward  mountain  slopes; 
find  examples  on  rainfall  map  of  the  world. 

4.  Cyclonic  storms  and  their  influence  on  rainfall;  iinportance  to  eastern 
United  States  and  Canada;  to  western  Europe;  to  eastern  temperate  Asia. 

IV. — Vegetation  Zones  of  the  Earth. 

1.  Classify  land  surface  of  the  earth  into  deserts,  grasslands,  forests;  use 
best  maps  of  the  textbook  or  atlas. 

2.  Characteristics  of  climate  and  vegetation  in  cold  deserts,  hot  deserts; 
steppes  and  prairies,  savannas ;  temperate  forests,  tropical  forests. 

V. — Important  Countries  of  Each  Continent. 

Write  list  of  five  or  more  important  countries  from  each  continent;  give 
attention  to  spelling  and  pronunciation  of  names ;  locate  each  and  note  its 
relation  to  wind  belts,  rainfall,  and  vegetation  zones;  decide  on  advantages  and 
disadvantages  of  these  countries  for  the  development  of  human  life. 

Second  Month. 
South  America  as  a  Whole. 
I. — Location  and  Size. 

1.  Extreme  latitudes  and  longitudes ;  length  and  width  in  miles ;  countries 
crossed  by  the  equator;  countries  wholly  north  of  equator;  wholly  south  of 
equator;  number  of  countries  in  South  America. 

2.  Prepare  table  of  continents,  giving  area  and  population  of  each ;  use 
"round  numbers";  find  data  in  appendix  of  textbook. 

3.  Direction  and  distance  from  other  continents :  advantages  and  dis- 
advantages of  South  America's  location. 

II. — Surface  Features. 

I.  Distribution  of  highlands  and  lowlands ;  great  river  basins  with  principal 
rivers;  coast  features  and  adjacent  islands. 

III. — Climate. 

1.  Distribution  of  rainfall  and  relation  to  wind  belts. 

2.  Distribution  of  temperature;  influence  on  vegetation;  advantages  and 
disad^'antages  of  climate  to  human  occupation. 

3.  Rainy  seasons  and  dry  seasons. 

IV. — Vegetation. 

I.  Distribution  of  forests,  both  tropical  and  temperate ;  grasslands,  steppes 
and  savannas ;  deserts,  cold  and  hot. 


GEOGRAPHY— SEVENTH    YEAR.  199 

2.  Advantages  and  disadvantages  of  each  vegetation  zone  for  human 
occupation. 

V. — Animal  Life. 

I.  Make  Hst  of  ten  or  more  native  animals;  find  pictures  of  each;  de- 
scribe each  animal  and  g.ive  characteristic  habits. 

Note — In  the  foregoing  study  use  all  portions  of  the  textbook  on  South 
America,  selecting  those  statements  under  each  country  which  bear  on  the  topics 
of  study.  Supplementary  readers  should  be  used  as  references  for  each  topic. 
Outline  maps  should  be  filled  in  by  pupils. 

Third  Month. 

Countries  of  South  America. 
During  this  month  make  a  study  of  South  America  by  countries  using  text- 
book and  supplementary  readers.  The  countries  may  be  taken  up  in  the  order 
of  the  textbook.  Emphasis  should  be  placed  upon  human  activity  as  shown  in 
the  industries,  special  attention  being  given  to  agriculture,  including  grazing ; 
mining;  manufacturing;  commerce.  Center  attention  on  resources  of  each 
country,  its  present  development,  and  future  possibilities,  giving  due  attention 
to  the  characteristics  of  the  people. 

A  wide  use  of  textbook  and  supplementary  readers  is  necessary.  The  work 
of  this  month  should  be  constantly  interpreted  in  the  light  of  the  studies  of 
the  two  previous  months. 

Fourth  Month. 
Europe  as  a  Whole. 
I. — Location  and  Size. 

1.  Extreme  latitudes  and  longitudes;  length  and  width  in  miles;  countries 
crossed  by  the  fiftieth  parallel  of  north  latitude;  countries  wholly  north  of  this 
line;  wholly  south  of  this  line;  number  of  countries  in  Europe. 

2.  Review  table  of  continents  in  second  month. 

3.  Direction  and  distance  from  other  continents ;  advantages  and  disad- 
vantages of  .Europe's  location ;  compare  with  North  America  and  South  America. 

4.  Map  of  Europe  superposed  on  the  map  of  North  America  on  same 
scale  in  correct  latitudes ;  note  latitudes  of  important  European  countries  and 
cities  with  reference  to  Canada  and  the  United  States. 

II. — Surface  Features. 

I.  Distribution  of  highlands  and  lowlands;  great  river  basins  with  prin- 
cipal rivers;  coast  features  and  adjacent  islands. 

III. — Climate. 

Relation  to  westerly  winds  and  cyclonic  storms ;  distribution  of  rainfall ; 
rainy  winters  and  dry  summers  of  Mediterranean  countries  related  to  shifting 
of  horse  latitudes  and  trade  winds;  distribution  of  temperature  with  reference 
to  latitudes  and  the  ocean. 

IV. — Vegetation. 

Distribution  of  forests,  steppes,  and  tundra  or  cold  desert;  hot  desert  of 
limited  extent.  Europe  is  sometimes  spoken  of  as  the  continent  without  hot 
deserts. 

V. — Animal  Life. 

Make  a  list  of  ten  or  more  native  wild  animals;  explain  scarcity  of  Euro- 
pean wild  animal  life. 

Note — Outline  maps"  to  be  filled  in  by  the  pupils  may  be  used  to  advantage. 
Names  and  location  of  countries,  mountains,  plains,  rivers,  and  other  large 
geographical  features  should  become  fixed  in  the  mind  during  this  month's  work 
so  as  to  be  instantly  available  for  later  studies.  The  large  geographic  factors 
worked  out  in  this  month  should  be  only  briefly  touched  upon  in  the  study  of 
individual  countries  in  later  months  when  the  attention  should  be  centered  upon 
':he  human  life  and  occupations  of  the  various  nations. 


200 


GEOGRAPHY SEVENTH    YEAR. 


Fifth  Month. 

The  Nations  of  the  World  War. 
The  World  War  has  greater  geographic  significance  to  pupils  of  this  gen- 
eration than  any  other  event  in  all  history.  This  month  may  well  be  given  to 
teaching  the  fundamental  geographic  facts  of  the  war.  The  countries  of  the 
world  and  of  the  various  continents  with  especial  emphasis  on  Europe  may  be 
divided  into  three  groups. 

I.     The  Central  Powers. 
II.    The  Allies. 
III.     Neutral  Countries. 
In    the    following    lists    the    countries    are    named    in    the    order    of    their 
declarations  of  war. 

I. — The  Central  Powers  : 

1.  Austria-Hungary.  3-     Turkey. 

2.  Germany. 


II. — The  Allies. 
Serbia. 
Russia. 


4. 

Bulgaria. 

II. 

Roumania. 

12. 

United  States 

13. 

Cuba. 

14- 

Panama. 

15- 

Greece. 

16. 

Siam. 

I/- 

Liberia. 

18. 

China. 

19. 

Brazil. 

20. 

Nicaragua. 

France. 
Belgium. 

England  and  her  colonies. 
Montenegro. 
Japan. 
Italy. 
9.     San  Marino. 
10.     Portugal. 

III.  List  all  neutral  countries  of  Europe,  and  show  their  geographic  po- 
sitions with  reference  to  the  warring  nations.  List  chief  neutral  countries  of 
other  continents. 

IV.  Compare  these  countries  individually  and  by  groups  with  reference 
to  area,  population,  and  resources.  By  using  appendix  to  textbook,  and  making 
tables  of  "round  numbers"  instructive,  comparative  data  may  be  gathered. 

Sixth  ^lonth. 

Nations  of  Western  Europe. 

I.  Countries  for  Study.  British  Isles,  France,  Belgium,  Holland,  Denmark, 
Norway,  Sweden.    Locate  on  map,  and  color  on  an  outline  map  of  the  continent, 

II.  References.  Use  textbook  and  supplementary  readers;  study  these 
countries  from  the  standpoint  of  human  activity,  giving  special  attention  to: 
life  of  the  people;  agricuUure ;  mining;  manufacturing;  commerce,  including 
methods  of  transportation. 

III.  Cities.  Write  a  list  of  twenty  or  more  cities  from  the  entire  group 
and  study  advantages  of  location  with  interesting  facts  about  each  citj^ 

Seventh  Month. 

Nations  of  Central  Europe. 

I.  Countries  for  Studv  :  Germany,  Luxemburg,  Austria-Hungary,  Switzer- 
land, "the  Balkan  Countries.  Locate  on  map  and  color  on  same  outline  map 
as  for  sixth  month. 

II.  Use  textbook  and  supplementary  readers  freely.  Study  as  in  sixth 
month. 

III.  List  twenty  or  more  cities  from  the  entire  group  and  study  as  in 
previous  month. 

IV.  Show  danger  to  the  world  of  German  military  domination  over  this 
region. 


HISTORY — SEVENTH    YErtR.  201 

Eighth  Month. 

Nations  of  Southern  and  Eastern  Europe. 

I.  Countries    for   study :     Spain,    Portugal,   Italy,    Russia.     Locate   on   map 
and  color  on  same  outline  map  as  for  previous  m.onths. 

II.  Make  a  study  of  these  countries  from  the  standpoint  of  industries  and 
cities  similar  to  the  studies  called  for  in  sixth  and  seventh  months. 

III.  List  twenty  or  more  cities  from  the  entire  group  and  learn  interest- 
ing facts  about  each. 

IV.  Summarize  the  geography  of  Europe. 


UNITED  STATES  HISTORY. 

Introductory  Statement. 

This  outline  is  not  submitted  as  an  ideal  plan  for  ideal  conditions,  but 
considering  the  preparation  of  teachers,  the  types  of  textbooks  in  use  and  other 
material  available,  it  is  intended  as  a  practical  guide  in  the  apportionment  of 
time  and  relative  emphasis  on  subject  matter.  Only  subjects  of  importance  are 
herein  mentioned,  not  all  of  them  of  equal  importance  it  is  true.  Some  of  them 
will  not  be  found  emphasized  in  some  of  the  textbooks  in  use  and  will  have 
to  be  omitted  in  some  schools  if  other  sources  of  information  are  not  available. 
It  is  recognized  that  many  other  facts  will  be  studied  in  connection  with  these 
major  topics,  what  they  are  will  depend  to  a  considerable  extent  upon  the 
textbook  in  use,  the  school  library  facilities  and  the  teacher's  fund  of  in- 
formation ;  hence  no  attempt  is  made  to  outline  the  work  in  minute  detail.  Under 
conditions  as  tjiey  exist  in  our  schools  today  a  text  is  practically  indispensable. 
The  better  the  text  the  more  fortunate  are  the  pupils  and  teacher.  It  is  urged 
that  when  a  reasonably  good  text  is  in  use  the  text  in  the  main  be  followed  and 
this  outline  be  used  as  suggested  above  as  a  guide  in  the  apportionment  of  time 
and  the  selection  of  topics  to  be  emphasized. 

The  point  of  division  between  the  seventh  and  eighth  grades  is  shifted  for- 
ward. This  it  is  believed  is  in  harmony  with  the  best  judgment  of  today  as 
giving  more  time  for  the  study  of  the  more  complex  problems  of  modern  life. 

No  attempt  is  made  to  discuss  methods  of  teaching.  The  work  recently  in 
the  Teachers'  Reading  Circle,  a  copy  of  which  many  teachers  possess,  "Johnson's 
Teaching  of  History",  is  most  earnestly  commended  to  every  teacher  who  wishes 
to  know  the  why  and  how  of  teaching  the  subject  and  to  acquire  skill  in  teach- 
ing it.  Several  of  the  chapters  in  this  book,  especially  the  ones  on  the  use  of 
maps  and  pictures  and  collateral  reading  are  each  worth  the  price  of  the  book 
to  any  open-minded  earnest  teacher. 

The  teacher  who  wishes  to  secure  a  vital  interest  in  the  subject  on  the  part 
of  the  pupils  must  have  available  more  sources  of  information  than  our  meager 
textbooks  provide.  An  intelligent  appeal  on  the  part  of  the  teacher  to  the 
school  authorities  will  nearly  always  get  a  reasonable  amount  for  the  purchase 
of  needed  books.  The  school  library  should  certainly  contain  at  least  one 
volume  of  source  material,  one  larger  treatise  on  American  history,  a  small 
volume  on  Industrial  history  of  the  United  States,  a  good  text  on  civil  govern- 
ment, and  a  few  good  biographies. 

ALTERNATION — Seventh  Year  History  is  to  be  studied  tlie  school  year  1918-19  and 
each  alternate  year  thereafter.  The  F.isjhth  Year  History  is  to  be  studied  the  school  year 
1919-20   and   each   alternate  year  thereafter. 

First  Month. 

The  situation  in  Europe  which  led  to  the  discovery  of  America.  The  parts 
of  the  world  known  to  the  people  oi  Europe  about  1450;  their  interest  in  the 
East,  especially  the  spice  islands  and  India ;  the  difficulties  of  the  accustomed 
trade  routes ;  the  desire  for  a  free,  all  water  route ;  the  Portugese  discover  the 
route  around  Africa ;  Columbus's  expedition  westward  and  the  accidental  dis- 
covery of  America. 

The  exploration  of  America ;  Columbus's  later  voyages ;  John  Cabot's 
voyage  to  North  America;   Americus  Vespucius's  exploration  and  the  naming 


203  HISTORY — SEVENTH   YEAR. 

of  America;  Balboa  discovered  the  Pacific  ocean;  Magellan's  trip  around  the 
world,  proved  the  world  to  be  round,  and  that  the  distance  was  much  greater 
Mian  had  been  believed,  and  that  America  was  a  new  continent. 

An  account  of  the  explorations  of  the  following  leaders  :  Ponce  de  Leon, 
Cortez,  Coronado,  De  Soto,  Verrazano,  Cartier,  Hawkins,  Drake,  and  Raleigh ; 
the  account  should  include  the  government  each  represented,  the  date,  the  parts 
of  America  explored,  the  nature  of  the  country  explored,  and  claims  to  the 
country  founded  on  these  explorations. 

Second  Month. 

The  early  settlements  by  people  from  Europe  in  America :  Spanish  colonies 
in  South  America,  the  West  Indies,  the  southwestern  part  of  North  America, 
and  Florida;  the  French  Colonies  in  Acadia,  and  at  Quebec,  their  exploration  of 
the  Great  Lakes  and  the  Mississippi  valley  and  their  early  settlements  in  these 
regions ;  the  Dutch  and  Swedish  colonies  on  the  Hudson  and  Delaware  rivers. 

A  much  more  detailed  study  of  English  colonies.  The  conditions  that  lead 
to  the  revival  of  English  enterprise.  The  Virginia  Company  and  charter  of  1606, 
the  provisions  of  the  charter,  the  two  subcompanies  :  the  Plymounth  Company 
and  the  Popham  colony,  the  London  Company  and  the  settlement  of  James- 
town, 1607.  The  voyage,  the  kind  of  settlers,  their  purpose,  the  place  and  its 
natural  characteristics,  the  hardships.  Captain  John  Smith.  The  charters  of 
1609  and  1612.  Dale's  Administration,  the  grant  of  land  to  individuals ;  tobacco 
culture,  the  introduction  of  Representative  Institutions ;  the  introduction  of 
forced  labor,  negro  slaves,  and  indentured  servants ;  Virginia  became  a  Royal 
Colony;  the  Royal  Governors,  John  Harvey  and  Sir  William  Berkeley ;.  Bacon's 
Rebellion.     Virginia  under  the  Puritan  supremacy  in  England. 

The  Calverts  and  Maryland;  the  charter;  the  early  settlement;  the  govern- 
ment; the  act  of  1649  providing  for  religious  toleration. 

Third  Month. 
The  Settlement  of  New  England. 

The  council  for  New  England,  their  charter  of  1620.  The  religious  sects 
in  England.  The  Pilgrims  settled  Plymouth  ;  the  hardships  of  the  early  settlers, 
the  form  of  government  developed.  Governor  Bradford,  relations  with  the 
Indians.  The  Massachusetts  Bay  Company:  the  settlement  of  Boston  and  neigh- 
boring towns;  character  of  the  settlers;  settled  in  towns;  form  of  government 
developed,  close  relations  of  church  and  government ;  Governor  John  Winthrop. 
The  great  migration  and  rapid  increase  in  population,  1630-1640;  a  prosperous 
colony ;  Religious  dissension  :  Roger  Williams  and  Anne  Hutchinson,  the  settle- 
ment of  Rhode  Island.  The  founding  of  Connecticut;  emigrants  from  Massa- 
chusetts to  the  Connecticut  valley;  the  settlement  of  New  Haven;  character  of 
the  settlers.    The  New  England  Confederation. 

The  development  of  the  Dutch  settlements  on  the  Hudson  river :  the  im- 
portance of  the  fur  trade  and  the  establishment  of  trading  posts  ;  the  founding 
of  great  estates,  the  patroon  system;  the  Governors,  Kieft  and  Stuyvesant.  The 
conquest  by  the  English. 

The  settlement  of  Pennsylvania:  the  Quakers  in  England;  William  Penn ; 
the  grant  of  land,  its  boundaries ;  the  settlement  of  Philadelphia ;  relations  with 
the  Indians;  Penn's  ideas  of  government  and  the  government  established;  Re- 
ligious toleration. 

The  settlement  of  the  Carolinas;  the  charters  of  1663,  1665;  and  early 
settlements. 

Fourth  Month. 

The  Colonies  to  1750. 

The  Navigation  laws,  and  their  evasion,  the  overthrow  of  the  Massachusetts 
charter,  1684,  and  the  struggle  over  the  charters  of  Connecticut  and  Rhode 
Island.  The  arbitrary  rule  of  Sir  Edmund  Andros  in  Massachusetts,  his  control 
over  the  rest  of  New  England  and  New  York.  The  English  revolution  of 
i688-8g,  and  its  immediate  consequences  in  America,     The  Colonial  Policy  of 


HISTORY — SEVENTH   YEAR.  203 

England  undef  William  III.  The  provisions  of  the  New  Charter  of  Massa- 
chusetts, and  government  organized  under  it. 

The  settlement  of  Georgia.  The  increase  in  population  and  the  extension 
of  settlements  westward.  The  increase  in  wealth  and  general  well-being  and 
the  grovvth  of  trade  and  commerce.  The  development  of  the  colonial  govern- 
ments, especially  of  the  representative  assemblies,  and  how  tfley  increased  in 
power  as  compared  with  the  royal  governors,  illustrate  with  a  study  of  the 
disputes  in  Massachusetts  and  New  York  over  money  matters. 

The  extension  of  the  French  settlements  in  the  St.  Lawrence  valley,  along 
the  Great  Lakes,  and  the  Wabash  and  the  Mississippi  valleys,  especially  the 
settlements  in  Illinois.  The  contrast  between  the  English  and  the  French  in 
America,  especially  King  William's,  Queen  Anne's,  and  King  George's  Wars 
should  be  studied  as  an  outgrowth  of  the  wars  in  Europe.  The  extent  of  the 
Frencii  and  English  possessions  in  America  in  1750;  their  conflicting  claims.  The 
strei;,-::-  of  the  English  and  French  in  America.     The  Albany  Congress. 

Fifth  Month. 

1754=1775. 

The  "French  and  Indian  War".  The  contest  for  the  headwaters  of  the 
Ohio  river,  Braddock's  defeat.  The  beginning  of  the  Seven  Years'  War  iri 
Europe.  The  Capture  of  Quebec  and  the  conquest  of  the  St.  Lawrence  valley. 
The  provisions  of  the  treaty  of  peace  of  1763  as  they  affect  America.  The 
King's  Proclamation  of  1763  fixing  the  boundaries  of  Quebec,  east  and  west 
Florida  and  regulating  relations  with  the  Indians  west  of  the  Alleghany 
mountains. 

A  brief  view  of  the  English  colonies  :  the  extent  of  settlement,  population, 
form  of  government,  contrasts  between  the  New  England,  Middle  and  Southern 
Colonies  in  industrial  and  social  life. 

The  New  England  colonial  policy :  more  effective  control  of  the  colonies 
including  the  strict  enforcement  of  the  Navigation  Laws  and  Acts  of  Trade. 
The  Writs  of  Assistance,  the  Parson's  Cause,  the  Stamp  Act  and  the  Stamp  Act 
Congress;  the  Townshend  Acts  of  1767,  and  Colonial  Protests;  the  Virginia 
Resolves.  The  Principles  involved :  Taxation  and  Representation ;  the  English 
and  the  American  views  of  this  subject.  The  Boston  Massacre;  the  committees 
of  correspondence;  the  Gaspee;  the  Boston  Tea  Party;  the  five  Intolerable  Acts 
of  1774.  The  First  Continental  Congress:  The  Declaration  of  Rights ;  The 
Association,  Review  the  events  since  1763.  Try  to  see  the  situation  from  the 
standpoint  of  the  Colonists  and  from  that  of  the  king  and  parliament.  Lexing- 
ton and  Concord. 

Sixth  Month. 

1775=1784. 

The  Revolution. 

The  Siege  of  Boston ;  the  Battle  of  Bunker  Hill ;  George  Washington,  Com- 
mander-in-chief;  the  evacuation  of  Boston. 

The  Second  Continental  Congress  assumed  the  powers  of  government : 
raised  an  army;  took  charge  of  foreign  affairs;  issued  paper  money;  advised 
the  colonies  to  organize  governments,  the  first  state  constitutions  formed.  The 
movement  toward  independence,  and  the  Declaration  of  Independence;  the 
beginning  of  the  movement  to  form  a  national  constitution  which  ended  in  the 
Articles  of  Confederation. 

The  Campaign  around  New  York;  the  retreat  across  New  Jersey;  the  Battles 
of  Trenton  and  Princeton. 

The  British  plan  of  Campaign  for  1777;  Burgoyne's  campaign  and  surrender; 
Howe's  Campaign  and  Capture  of  Philadelphia;  the  Winter  at  Valley  Forge; 
the  Conway  Cabal ;  the  French  Alliance. 

The  Battle  of  Monmouth;  George  Rogers  Clark's  conquest  of  the  Illinois 
Country;  Arnold's  Treason;  the  war  in  the  South;  Cornwallis  surrenders  at 
Yorktown;  John  Paul  Jones  and  the  naval  warfare. 


204  HISTORY — SEVENTH   YEAR. 

The  negotiations  of  the  Treaty  of  Peace;  the  provisions  of  the  treaty  of 
peace  should  be  studied  with  care. 

How  the  Congress  secured  money  to  carry  on  the  vv'ar.  The  Loyalists 
during  and  after  the  w^ar.  The  Newberg  addresses  and  the  trouble  over  dis- 
banding the  army. 

The  Articles  of  the  Confederation,  their  provisions  and  their  importance 
and  defects. 

Seventh  Month. 

1783=1788. 

The  problems  of  peace :  the  increasing  weakness  of  congress  and  the 
jealousies  of  the  states.  Their  claims  to  the  western  lands;  the  cession  of 
these  claims  to  congress,  this  fixed  the  boundaries  of  each  of  the  states  and 
made  the  vast  area  between  the  states  and  the  Mississippi  river  public  property; 
a  few  settlers  had  already  moved  into  this  territory;  Congress's  policy  of  selling 
the  land;  the  rectangular  system  of  surveying  the  land  from  the  Ordinance 
of  1785.  It  became  necessary  to  provide  a  government  for  the  territory; 
the  Ordinance  for  the  Government  of  the  territory  northwest  of  the  Ohio 
River,  1787,  provided  a  government  for  this  part  of  the  territory  and  served  as 
a  model  constitution  for  the  future  organization  of  territories. 

The  kinds  of  money  in  circulation  and  the  need  of  a  uniform,  sound  money. 
Shay's  Rebellion.  The  failure  of  the  state's  attempt  to  regulate  trade,  and  their 
refusal  to  grant  additional  powers  to  Congress;  the  Alexandria  Convention; 
the  Annapolis  Convention,  and  the  call  for  a  Federal  Convention. 

The  Federal  Convention  at  Philadelphia,  1787.  The  prominent  men  present; 
the  prominent  men  not  present;  where  were  they?  _  The  prinicpal  party  groups 
in  the  conventions ;  the  questions  on  which  they  divided ;  the  compromises  made 
in  order  to  secure  union;  the  signing  of  the  Constitution. 

The  nature  of  the  Constitution :  Based  on  the  experience  of  the  English 
race  in  Britain  and  America;  the  powers  of  government  divided  between  the 
states  and  the  new  Federal  Government;  the  Federal  Government  to  exercise 
powers  definitely  vested  in  it  by  the  Constitution.  The  organization  and  powers 
of  the  Federal  Government;  the  three  great  departments:  the  President,  quali- 
fications, term  of  office,  election,  and  powers;  the  Congress  qualifications,  term, 
and  election  of  members  of  the  two  houses,  the  special  powers  of  each  house 
and  the  powers  of  Congress ;  the  Judicial  department,  especially  the  Supreme 
Court,  the  manner  of  selecting  the  members,  their  tenure  of  office,  and  the 
powers  of  the  Court.  The  limitations  placed  on  the  Federal  Government  and 
on  the  States.  The  provision  for  amending  the  Constitution.  The  ratification 
of  the  Constitution  by  state  conventions ;  the  principal  arguments  for  and  against 
ratification ;  the  Federalist  written  by  Hamilton,  Madison  and  Jay,  a  series  of 
articles  explaining  the  Constitution  and  giving  the  reasons  why  it  should  be 
ratified. 

Eighth  Month. 

1788=1801. 

Washington's  Administration,  1789-1797. 

The  first  election  under  the  Constitution;  the  inauguration  of  George 
Washington  as  the  first  president ;  the  creation  of  offices  by  Congress  and  the 
appointm.ent  of  officials  by  the  President.  The  financial  problems  confronting 
the  new  government;  revenue  necessary,  the  first  tariff;  the  debts,  foreign, 
domestic  and  state  incurred  carrying  on  the  war;  Hamilton's  financial  policy: 
the  assumption  of  the  state  debts  and  the  funding  of  the  total  debt;  the  creation 
of  the  first  United  States  Bank;  the  excise  or  internal _  revenue  tax.  The 
whiskey  insurrection.  The  beginning  of  political  parties :  differences  of  opinion 
over  the  financial  questions,  different  views  of  government  of  Hamilton  and 
Jefferson;  the  different  attitudes  toward  the  French  Revolution,  the  proclamation 
of  neutrality,  the  Genet  episode,  and  American  attitude  toward  England,  the 
Jay  treaty,  1794-95.  The  trouble  with  the  Indians;  the  Treaty  with  Spain,  1795, 
\nd  the  right  of  deposit  at  New  Orleans. 


HOUSEHOLD   ARTS — SEVENTH    YEAR.  205 

Washington's  Farewell  Address.  The  election  of  1796.  The  beginning 
of  the  custom  of  not  more  than  two  terms  for  one  president. 

The  Administration  of  John  Adams,  1797-1801. 

Relations  with  France,  the  X.  Y.  Z.  papers,  war  with  France  on  the  sea. 
The  Alien  and  Sedition  Acts,  1798;  the  Virginia  and  Kentucky  resolutions. 
The  presidential  election  of  1800.     A  new  party  came  into  power. 

Review :  The  boundaries,  area  and  natural  resources  of  the  United  States 
in  1800;  the  growth  of  population;  the  settled  and  unsettled  parts  of  the  country. 
The  growth  of  educational  institutions.  The  different  kinds  of  occupations  by 
which  people  made  ?.  living.  The  growing  contrast  between  the  industrial 
life  of  the  North  and  the  South.  Final  review  and  drill  on  important  dates 
and  events  and  prominent  men. 


HOUSEHOLD  ARTS. 
Cooking  and  Food  Economy. 

The  aim  of  the  work  in  foods  for  Seventh  and  Eighth  years  is: 

First,  to  show  the  child  the  close  connection  between  the  proper  kind  of 
nourishment  and  health. 

Second,  to  arrange  the  work  that  the  knowledge  obtained  will  carry  over 
into  the  home. 

Third,  to  teach  the  value  of  service  in  the  home  and  from  that  point  to 
the  idea  of  service  given  the  community. 

Fourth,  to  help  counteract  the  national  weakness  of  the  lack  of  food  thrift 
due  to  an  over-abundance  of  food  supplies.  To  teach  that  waste  means  a 
woeful  lack  of  sufficient  nourishment  for  others  less  fortunate. 

Fifth,  to  help  in  controlling  the  economic  stress  attending  and  following 
war  conditions. 

The  proper  nourishment  of  the  child  is  quite  essential  to  health.  Health 
is  necessary  for  school  progress.  Therefore  it  is  most  fitting  that  instruction 
be  given  in  the  school  room.  The  school  lunch  offers  a  fine  point  of  approach. 
Materials  brought  from  the  children's  homes  can  be  utilized  in  teaching  food 
facts  and  in  contributing  a  hot  dish  to  the  cold  lunch  which  often  is  an  in- 
adequate form  of  nourishment.  Each  child  may  bring  a  cup,  plate,  spoon  and 
fork.  A  small  sum  of  money  will  provide  the  necessary  equipment.  Parents 
will  help  in  contributing  equipment  if  they  are  convinced  that  the  health  of 
the  child  will  be  benefited. 

As  to  the  time  allotted  for  the  work,  lunch  preparations  may  be  started 
before  school,  or  at  recess  time,  and  completed  during  the  fore  part  of  the 
noon  period.  Much  may  be  accomplished  in  the  practical  work  by  planning  to 
utilize  spare  moments  and  by  fitting  in  lunch  preparation  with  the  more  formal 
lessons.     For  discussion  relative  to  problems,  short  periods  may  be  used. 

Regtilar  cooking  periods  of  ninety  minutes  duration  can  be  employed  at 
times  to  advantage.  Two  successive  days  once  a  month  will  enable  the  use 
of  left-overs  from  the  previous  lesson,  and  therefore  are  to  be  recommended 
rather  than  one  lesson  alternate  weeks.  Connect  this  work  up  closely  with 
your  physiology. 

ALTERNATION — The  seventh  year's  work  in  Household  Arts  should  he  studied  the 
school  year   1918-19  and  each  alternate  year  thereafter. 

First  Month. 

Lunch  at  School — Discuss  the  reason  for  eating.  Food  for  growth.  Food 
for  work  and  play.  What  the  lunch  box  should  contain.  A  lunch  club  at 
school.     Plan  equipment  for  serving  simple  school  lunches. 

Problems — Packing  and  scoring  a  box  lunch.    Cocoa  or  fruit  beverage. 

(2)  Lunch  at  School — Milk.  Its  value  as  a  food.  A  good  substitute  for 
meat.  The  importance  of  clean  milk.  How  clean  milk  may  be  obtained.  The 
use  and  value  of  skimmed  and  sour  milk. 

Problems — Junket.     Cottage  cheese. 


?06  HOUSEHOLD    ARTS — SEVENTH    YEAR. 

Second  Month. 

(i)  Lunch  at  School — Bread.  What  is  good  bread?  Study  the  score 
card.  The  yeast  plant  an  essential  ingredient.  Show  the  use  and  conditions 
of  action  by  means  of  experiments. 

Compare  the  home  product  with  baker's  bread  as  to  labor  and  cost  involved. 
Visit  bakery  if  possible.    Cleanliness  in  making  and  in  handling  bread. 

Problem — Make  bread. 

(2)  Lunch  at  School — Bread  continued.  What  is  flour?  Compare  value 
of  white  flour,  whole  wheat,  barley,  rye  and  corn.  Discuss  the  importance  of 
cereals  in  feeding  the  world.    The  advantage  of  a  bread  machine. 

Problems — Whole  wheat,  or  white  bread  modified  by  other  grains. 

Third  Month. 

(i)  Lunch  at  School-  The  sandwich,  a  type  of  meal.  Suitable  sandwich 
filings  to  make  a  complete  food. 

Problems — A  bread  contest.    Make  different  sandwiches. 

(2)  Lunch  at  School — Fruit.  Value  as  a  food  in  furnishing  ash.  The 
necessity  of  fresh  food  in  the  diet.  Importance  of  planting"  fruit  trees.  Make 
a  list  by  means  of  cook  books  of  all  the  ways  to  use  apples.  Canned  fruits  an 
easy  and  palatable  dessert. 

Problems — Apple  scallop.  Variations  of  baked  apples.  Cranberry  saucc 
for  Thanksgiving. 

Fourth  Month. 

(i)  Lunch  at  School — Fish^ — Fish  an  abundant  source  of  food  supply. 
Use  fish  as  a  meat  substitute.  Value  and  treatment  of  cold  storage  fish.  The 
use  of  smoked  and  salt  fish. 

Problem — Salmon  loaf.  Creamed  codfish  or  tuna  on  toast.  Scalloped  fisK 
Broiled  smoked  herring. 

(2)  Christmas  Lesson — Candy  lesson.  Danger  of  the  sugar  habit.  Prope 
use  of  sugar  and  candy  in  connection  with  a  meal. 

Making  Christmas  happy  for  others. 

Problems — Make  taffy,  peanut  brittle,  fudge  for  stockings  or  boxes  for  th) 
iess  fortunate. 

Fifth  Month. 
Helping  at  Home. 

(1)  The  Home  Supper.  WHiat  is  a  meal?  Light  and  heavy  meals  and 
«?hen  used.  Some  supper  menus.  The  table.  Table  covering  with  reference 
to  laundry  work.  Setting  the  table.  Flowers  on  the  table.  Table  china.  Table 
manners.    Give  credit  for  home  work. 

Problem — Setting  the  table  at  some  home.  Waiting  on  the  table  with  the 
idea  of  service  to  mother. 

(2)  The  Home  Supper — How  left-over  food  may  be  used  for  supper.  The 
importance  of  making  left-overs  attractive  and  palatable.  Compute  food  loss 
to  country  if  each  family  wastes  one  ounce  daily.    Teach  waste  is  a  crime. 

Problems — Uses  of  stale  bread.  Scalloped  meat,  fish,  or  corn.  Milk  or 
cheese  toast. 

Sixth  Month. 

(i)  The  Home  Supper — The  Potato.  Value  in  the  diet  and  the  importance 
of  an  adequate  supply.  Potato  clubs  as  a  factor  in  production.  Make  a  list 
of  the  many  ways  of  serving  potato  to  show  variet:,'.  Economy  in  preparation. 
The  loss  in  paring.    Value  and  use  of  potato  water. 

Problems — Boiled,  baked.    Stuffed  on  half  shell,  scalloped. 

(2)  The  Home  Supper — Uses  of  left-over  potato.  Emphasize  the  im-* 
portance  of  thrift. 

Clearing  up  the  supper.  Service  involved  in  the  process.  Essential  to  home 
making,  to  health  and  happiness,  and  also  affects  the  flavor  of  food.  Ways  o^ 
working.  Washing  dishes — scraping,  piling,  rinsing,  drying,  convenience  of  ar- 
rangement in  cupboards.  How  to  save  dishes.  Labor  saving  devices  in  con<i 
nection  with  cleaning  up.     Disposal  of  kitchen  waste. 


PHYSIOLOG\' — SEVENTH   YEAR.  207 

Problems— 'Creamed  potatoes.  Warmed  over  potatoes  in  tried  out  fat,  as 
in  Hashed  Browned.    Potato  salad. 

Seventh  Month. 

(i)  The  Home  Supper — Cream  soups.  Review  use  of  milk  in  the  diet. 
Waj's  and  means  of  thickening  milk  for  soup.  Show  how  left-over  vegetables 
may  be  used  in  cream  soups. 

Problems — Cream  of  potato  or  vegetable  soup. 

(2)  The  Home  Supper — Beans.  Compare  the  value  and  cost  with  milk, 
cheese,  meat  and  eggs.  Use  in  meals  at  least  once  weekly.  Apply  long, 
slow  heat. 

Tea — Effect  on  nervous  system.  Making  to  extract  the  least  quantity  of 
harmful  material. 

Problems — Baked  beans.    Boston  Brown  Bread.    Tea  for  father  and  mother 

Eighth  Month. 

The  Home  Supper — (i)  Eggs.  The  v/onderful  value  as  shown  by  develop- 
ment of  chick.  Show  how  each  constituent  of  the  egg  contributes  to  the  form- 
ing of  the  chick.  Compare  food  value  at  various  prices  with  meat,  fish,  milk 
and  cheese.  How  preserve  eggs  for  time  of  scarcity.  Make  a  list  of  ways  of 
serving. 

Problems — Soft  cooked  on  toast.  Scrambled.  Omelets.  Preserve  eggs 
for  winter  use. 

(2)  The  Home  Supper — Meal  Planning.  Classify  supper  dishes  according 
to  their  use  to  the  body.  What  foods  enable  growth  and  what  furnish  means 
for  work  and  play.    List  food  combinations.    Compare  costs  of  combinations. 

Plan  scheme  of  work  for  a  home  supper. 

'•j'roblem — Serve  supper  at  school  or  at  home. 


PHYSIOLOGY. 

The  aim  of  teaching  physiology  is  to  develop  a  high  standard  of  mental, 
physical  and  moral  efficiency  in  pupils.  It  is  by  means  of  a  high  state  ol 
healthfulness  that  these  can  be  attained,  and  because  of  this  fact  the  teacher 
should  emphasize  the  health  relation  of  every  topic.  There  is  little  value  in 
teaching  the  anatomy  or  the  function  oi  an  organ  unless  it  helps  to  make 
plain  the  lessons  on  healthfulness.  The  pupil's  ability  to  do  his  daily  school 
work  will  depend  upon  his  daily  stock  of  health. 

The  first  duty  of  the  school  is  to  secure  proper  health  conditions  for  the 
pupils.  Among  these  are  comfortable  seating,  fresh  air,  proper  temperature, 
sufficient  exercise  in  the  form  of  games  and  gymnastics,  good  light  and  a 
good  school  spirit. 

It  is  hoped  that  the  teacher  will  instruct  the  pupils  in  habits  of  good 
health  in  the  beginning  grades  and  continue  the  instruction  through  the  grades, 
being  careful  that  it  is  not  overdone.  The  exercises  which  are  best  adapted 
to  any  given  group  of  pupils  should  be  selected  and  taught.  This  course  in 
physiology  is  intended  to  be  suggestive.  It  may  be  varied  but  in  general  it 
should  be  followed  as  it  represents  the  best  opinions  of  a  large  number  of 
successful  teachers  of  all  grades. 

ALTERNATION— Study  Seventh  Year  Physiology  and  Civics  the  school  year  of  I9i8>19 

and  each  alternate  year  thereafter. 

First  Month. 

Nutrition — Foods ;  definition  of,  including  two  functions  of  food.  Classes 
of  foods;  proteids  (nitrogenous  or  albuminous  foods),  carbohydrates  (starch 
and  sugars),  fats  and  oils,  inorganic  or  minerals  foods  (water,  salts).  Sources 
of  and  simple  tests  for  each.  How  each  serves  the  body.  Proportion  of  each 
class  found  in  meats,  milk,  eggs,  vegetables,  cereals,  fruits,  beverages.  Prin- 
ciples of  selection  of  food.  Neceisity  for  indigestible  matter  in  food;  where 
found. 


208  CIVICS — SEVENTH    YEAR. 

Digestion — Purpose  of.  Organs  of;  alimentary  canal,  parts,  structure, 
movements ;  glands,  their  location  and  secretions.  Processes  of  digestion ;  in 
the  mouth,  stomach,  intestines.     Absorption  and  assimilation. 

Second  Month. 

Hygiene  of  Digestion — Principles  governing  selection  of  food,  conditions 
affecting  choice,  as  activity,  temperature,  age.  Adulterated  foods.  Source  of 
food  supplies  and  necessity  for  cleanliness ;  dangers  from  unclean  milk,  water 
and  ice,  and  how  avoided ;  necessity  of  screening  from  flies,  of  keeping  cool. 
Preparation  of  food ;  advantages  of  proper  cooking  and  serving.  Reasons  for 
regularity  and  moderation  in  eating,  pleasant  surroundings  at  meals,  thorough 
mastication,  care  of  the  teeth  and  mouth. 

Beverages — Water ;  necessity  for  in  the  body ;  sources  of  drinking  water 
and  ice  supplies  and  necessary  precautions.  Tea  and  coffee;  sources,  properties, 
effects.  Nourishing  drinks  ;  milk,  chocolate,  cocoa,  cereal  drinks.  Non-alcoholic, 
refreshing  drinks,  lemonade,  orangeade,  unfermented  fruit  juices,  fruit  syrups. 
Alcoholic  drinks;  why  not  classed  as  foods;  effects  upon  digestion;  how  made; 
effects  of  their  manufacture  on  the  world's  supply  of   food. 

Third  Month. 

Communicable  Diseases — Causes  of;  bacteria,  protozoa,  what  they  are, 
life  history  of  malarial  parasite,  other  protozoan  diseases.  Worms;  kinds  in- 
fecting man;  how  avoided.  Communicable  diseases;  colds;  tuberculosis,  rest 
cure;  typhoid,  vaccination;  diphtheria,  antitoxin;  intestinal  germ  diseases;  acute 
rheumatism ;  sore  eyes ;  boils ;  pneumonia ;  small  pox,  vaccination ;  measles, 
scarlet  fever,  and  their  after  effects ;  intestinal  worm  diseases ;  hook-worm. 
Possibility  of  eradicating  communicable  diseases ;  not  necessary  to  have  them. 
Quarantining,  purpose,  value ;  quarantinable  diseases ;  need  for  community 
hospitals  for  contagious  diseases. 

Emergencies — What  to  do  in  emergencies :  burns,  burning  clothing,  cuts, 
wounds,  nose-bleed,  sprains,  cholera  morbus,  croup,  fits,  concussion  of  brain, 
fainting,  suffocation,  choking,  sunstroke,  drowning.     Antidotes  to  poisons. 

Fourth  Month. 

FiL^MEWORK — Skeleton.  Uses  of,  as  support,  protection,  means  of  effective 
motion.  General  plan  of;  parts  and  bones  of  each.  Function  of  curves  in 
spinal  column,  arch  of  foot,  and  joints  in  protecting  body  from  jar;  cause  of 
and  remedies  for  abnormal  curves  and  broken  arches.     Healthful  posture. 

Bones ;  shapes,  structure,  composition,  growth,  repair,  purpose  of  marrow, 
periosteum.  Joints;  uses  of,  types  of,  ligaments,  sprains,  dislocations.  Diseases 
and  deformities  of  bones,  due  to  infections,  malnutrition. 

Muscles — Uses  of  in  producing  motion  and  generating  heat;  classes, 
shapes,  structure,  attachments.  Action  of  muscles  on  bones  as  levers.  An- 
tagonistic action.  Acquiring  and  maintaining  a  healthful  postirre.  Motion  and 
heat  result  of  changes  in  muscle;  muscles  require  oxygen  and  food  for  these 
changes ;  necessity  of  circulation,  of  physical  exercise.  Proofs  that  alcohol 
decreases  muscle  efficiency. 


CIVICS. 

In  the  study  of  civil  government  it  is  important  for  the  teacher  and  pupil 
to  keep  in  mind  three  fundamental  characteristics  of  government:  (i)  its 
structure,  (2)  its  purpose,  and  this  can  only  be  made  clear  by  a  study  of  its 
functions  or  what  it  does,  (3)  the  obligations  of  the  citizens  especially  in  a 
republic.  We  cannot  completely  separate  these  and  study  one  at  a  time.  We 
must  keep  each  clearly  in  our  mind  if  we  are  to  understand  the  complex 
nature  of  government.  We  cannot  intelligently  go  far  in  the  study  of  govern- 
ment without  a  knowledge  of  its  structure.  We  must  know  what  representative 
assemblies,  what  executive  and  judicial  officers  exist,  what  their  qualifications 
are,  how  they  are  selected,  and  their  relationships  before  we  can  know  much 
about   government.      But   government   is   not   organized   and   maintained    for   its 


CIVICS — SEVENTH    YEAR.  20g 

own  sake  or  for  the  benefit  of  politicians  and  officeholders.  It  is  organized  and 
maintained  for  the  services  it  renders  to  the  individual  and  the  community. 
As  population  becomes  more  dense  and  our  relations  more  numerous  and 
complex  the  tasks  to  be  undertaken  by  the  government  increase.  Very  often 
the  new  thing  to  be  done  will  markedly  influence  the  kind  of  governmental 
machinery  to  be  organized  to  do  it.  Then  we  learn  how  to  do  old  tasks  in 
new  and  better  ways  and  modify  or  change  the  organization  of  that  part  of 
our  government.  Thus  both  the  organization  and  functions  of  government 
frequently  change  in  a  progressive  country. 

But  the  question  is  still  unanswered,  is  it  a  good  government?  A  government 
may  be  well  organized  and  mostly  undertake  to  do  the  right  things  and  still 
be  a  bad  government.  What  then  is  a  good  government?  One  that  is  well 
organized,  that  undertakes  to  do  only  those  things  which  the  government  ought 
to  do  and  does  them  as  well  as  they  can  be  done.  How  can  such  a  govern- 
ment be  secured?  Only  when  the  citizens  fulfill  their  obligations.  What  are 
they?  The  obligation  to  be  honest,  that  is  to  deal  honestly  with  the  government 
and  insist  on  others  doing  the  same,  care  for  government  property  as  our 
own — it  does  belong  to  us  as  citizens.  The  obligation  to  be  intelligent.  That 
is  the  difficult  one.  How  ineffective  is  honesty  if  the  citizens  do  not  know  what 
the  government  should  and  should  not  do  and  whether  it  does  well  the  thing 
it  does.  The  plausible  demagogue  will  secure  his  vote  or  blind  partisanship 
will  determine  it,  and  the  officials  elected  will  be  corrupt  or  incompetent  or  both. 
The  teacher  should  make  the  responsibility  of  the  citizen  for  good  or  bad 
government  prominent  throughout  the  course.  Cultivate  the  conviction  that 
the  government  is  ours,  our  agent  to  do  things  for  our  benefit,  that  it  will  be 
not  better,  but  will  be  as  good  as  we  know  how  to  and  insist  on  making  it. 
Thi.-  may  be  done  in  part  in  connection  with  your  school  government  and  prop- 
erty. You  should  realize  this  is  your  opportunity  to  determine  whether  the 
next  generation  is  to  enjoy  a  poorer  or  a  better  government  than  we  do. 

In  the  study  of  state  and  local  government  probably  the  best  results  will 
be  realized  by  a  study  of  the  government  of  Illinois,  always  noting  where  the 
common  practice  of  other  states  is  not  like  that  of  Illinois.  In  addition  to  the 
information  found  in  the  textbook  in  use  a  copy  of  the  Blue  Book  published  by 
the  Secretary  of  State  at  Springfield  and  a  copy  of  "the  Civil  Administrative 
Code"  of  Illinois  will  be  very  helpful.  The  intelligent  teacher  in  the  study  of 
local  government  will  utilize  all  the  information  the  pupils  have  and  every 
opportunity  to  watch  the  actual  workings  of  the  local  government. 

ALTERNATION — Tlie  Seventh  Year  Civics  is  to  be  taught  the  school  year  of  1918-19 
and  each  alternate  year  thereafter.  The  eisjhth  year  work  is  to  be  taught  the  school  year 
of  1919-20  and  each  alternate  year  thereafter.  _  The  Civics  is  to  be  taught  the  last  foul 
months  of  the  seventh  and  eighth  years — physiology  to  be  taught  the  first  four  months 
of  these  years. 

Fifth  Month. 

Local  Oovernment. 

Your  school:  By  w^hat  officials  is  it  governed?  How  are  they  selected: 
From  what  sources  do  they  secure  revenue  to  pay  the  expenses  of  the  school? 
What  taxes  may  they  levy?  Study  all  the  things  they  may  do  in  governing 
your  school.  Suppose  a  majority  of  the  citizens  of  your  district  know  what 
constitutes  a  good  school  and  want  such  a  school,  what  kind  of  men  will  they 
elect  for  directors?  What  if  they  don't  know  what  a  good  school  is  or  want 
one?  What  are  the  specific  things  which  these  directors  might  do  that  would 
determine  whether  your  school  would  be  a  good  school  or  a  poor  school? 
With  your  class  work  out  the  answer  to  these  questions.  With  the  assistance 
of  your  pupils  make  a  list  of  the  points  under  the  last  question  such  as :  levy 
high  taxes  or  low  taxes,  provide  adequate  equipment,  employ  the  best  teacher 
they  can  secure,  visit  the  school  often  to  see  whether  it  is  as  good  as  they 
can  make  *t,  or  the  reverse  of  all  these  points  and  others.  Then  come  back 
to  the  question  does  it  make  any  difference  whether  the  citizens  know  what 
a  good  school  is  and  really  want  such  a  school?  What  can  the  pupils  do  to 
make  the  school  a  good  one?  Take  good  care  of  all  the  school  property, 
plant  shrubbery  and  flowers  on  the  grounds,  keep  the  grounds  neat  and  clean. 


210  CIVICS — SEVENTH    YEAR. 

Have  the  pupils  help  you  list  all  the  things  they  can  do.  What  effect  on  the 
school  will  it  have  if  they  fail  to  do  these  things  or  do  the  opposite?  To 
whom  does  the  school  belong?  For  whose  benefit  is  it  maintained?  What  are 
the  benefits?  List  them.  Now  go  back  to  the  relation  of  the  citizens  and  the 
directors  to  bring  out  the  idea  of  representative  government  and  why  in  such 
a  government  its  character  depends  so  directly  upon  the  intehgence,  the  inter- 
ests and  honesty  of  the  citizens.  The  citizens  elect  the  directors  to  act  for 
them  and  carry  on  the  school  for  their  common  interests  because  they  cannot 
so  conveniently  do  it  acting  as  a  group.  The  character  of  the  school  in  any 
given  community  will  depend  directly  upon  the  kind  of  men  elected  as  di- 
rectors and  this  depends  upon  the  intelligence,  the  interests  and  honesty  of 
the  citizens  of  the  community  and  their  children  in  the  school. 

It  will  be  impossible  to  deal  in  so  great  detail  with  the  rest  of  the  work. 
But  the  points  suggested  above  should  be  kept  constantly  in  mind  and  brought 
out  in  the  study  of  each  of  the  parts  of  the  government. 

The  town  or  towinship.  What  are  the  things  which  the  people  of  the 
town  want  done  for  "^heir  common  benefit  which  they  cannot  do  conveniently 
as  individuals?  List  them.  What  organs  of  government  have  they  created 
to  do  these  Viings?  List  them.  Study  with  care  the  town  meeting,  who  may 
attend  and  vote,  the  manner  of  conducting  its  business,  what  it  may  do;  the 
town  officers,  how  they  are  elected,  and  their  term  of  office.  Give  especial  at- 
tention to  the  duties  of  each.  Again  upon  what  does  good  town  government 
depend? 

Villages  and  cities.  Why  is  it  that  when  more  people  live  in  a  smaller 
area  or  close  together  they  need  a  more  elaborate  government?  They  need 
to  protect  their  health  more  carefully ;  it  is  difficult  to  secure  pure  water, 
sewage  and  garbage  must  be  disposed  of,  contageous  and  infectious  diseases 
must  be  guarded  against  more  carefully ;  there  are  more  dangers  to  be  guarded 
against,  more  opportunities  for  the  criminal,  dangers  from  collisions  on  street 
crossings,  from  fire,  or  improperly  constructed  buildings ;  then  they  can 
enjoy  certain  advantages,  such  as  electric  lights,  gas,  paved  streets,  and  street 
cars.  All  these  things  and  many  more  must  be  regulated,  some  of  them  pro- 
vided for  by  the  people,  their  rights  and  duties  and  the  rights  and  duties  of 
the  citizens  more  carefully  defined  and  enforced. 

Now  study  the  organization  of  the  city  government,  keeping  in  mind  two 
things :  the  larger  the  city  the  more  complex  must  its  government  be,  and  the 
organization  and  powers  of  the  municipal  government  is  determined  by  the 
state  legislature  b}^  a  special  charter  or  a  general  act  applying  to  all  cities 
of  a  class. 

The  city  council  is  the  legislature.  The  number,  apportionment  and  term 
of  office  of  its  members.  Powers  of  the  council,  and  their  limitation.  The 
importance  of  the  granting  of  special  franchises  or  privileges  to  street  rail- 
way, telephone,  and  electric  light  companies. 

The  Executive  Department.  The  Mayor,  his  term  of  office  and  duties. 
The  administrative  departments.  How  are  the  heads  of  these  departments 
selected?  The  work  of  each  department.  Two  recent  changes  in  the  common 
form  of  organization  of  Municipal  government.  The  Commission  Plan,  and 
the  City  Manager  Plan,  and  the  merits  claimed  for  each. 

Too  much  attention  can  hardly  be  given  to  the  study  of  the  work  of  these 
several  local  officers  and  the  benefits  accruing  to  the  individual  citizen  and  to 
the  communities;  and  to  the  importance  of  electing  capable  and  honest  citizens 
to  these  offices. 

Sixth  Month. 
County  Government. 

The  county  is  created  by  the  state  legislature  and  the  organization  and 
powers  of  its  government  is  determined  by  general  acts  passed  by  the  General 
Assembly. 

The  Legislative  Department.  Two  forms  of  organization  in  Illinois :  the 
board  of  supervisors,  and  county  commissioners.  The  particular  plan  in  force 
in  each  county  should  be  studied  more  in  detail  in  the  schools  of  the  county, 


CIVICS— SEVENTH    YEAR,  2IT 

but  both  forms  should  be  understood  in  all  counties.  The  number  of  members 
of  the  "county  board,"  their  term  of  office,  election  and  apportionment.  In 
counties  under  township  organization  the  double  function  of  the  supervisor 
as  an  ofHcer  of  the  township  of  the  county  should  be  made  clear.  The  meetings 
and  organization  of  the  county  board.  Its  power  to  levy  taxes,  appropriate 
money  for  what  purposes,  care  for  public  property,  select  the  grand  and  petit 
jurors,  and  other  duties. 

The  Executive  Department,  Make  a  list  of  all  the  executive  officers  of 
the  county.  Note  that  there  is  no  chief  executive  officer  corresponding  to  the 
mayor  of  a  city  or  the  governor  of  a  state.  The  sherifif  who  is  sometimes 
supposed  to  be  is  primarily  an  officer  of  the  courts.  Each  officer  has  his  par- 
ticular duties  to  perform.  Study  the  duties  of  each  office  and  see  how  im- 
portant they  are  to  the  convenience  and  orderly  living  of  the  people  of  the 
county.  What  difference  will  it  make  to  the  citizens  whether  these  men  are 
capable  and  honest?  Do  the  people  probably  suffer  more  because  officials  do 
not  know  what  is  best  to  be  done  and  how  to  do  it  most  effectively  and  are 
careless  or  because  some  of  them  are  dishonest? 

Seventh  Month. 
The  State  Government. 

The  rights  and  privileges  of  the  states  as  members  of  the  Union;  and  the 
limitations  placed  upon  their  powers.  The  general  province  of  state  govern- 
ment :  to  provide  the  machinery  for  carrying  out  all  state  and  local  governmental 
functions ;  to  define  most  of  the  civil  and  political  rights  and  relationships  of 
the  citizen  and  provide  means  and  procedure  for  enforcing  them;  to  define 
crime  and  the  procedure  for  preventing  or  punishing  it;  and  to  carry  on 
many  enterprises,  such  as  the  charitable  institutions,  and  some  industrial  ac- 
tivities, for  the  common  welfare.  The  procedure  in  admitting  states  into  the 
Union;  the  framing  of  the  constitution,  its  ratification,  and  the  making  of 
new  constitutions.  The  parts  of  a  constitution :  preamble,  bill  of  rights,  pro- 
visions relating  to  the  organization  of  the  government  and  the  powers  and 
duties  of  the  several  departments,  the  procedure  for  amending,  and  a  number 
of  miscellaneous  provisions. 

The  State  Legislature :  Powers  of — In  general  it  may  exercise  any  legis- 
lative powers  which  are  not  denied  to  it  by  the  constitution  of  the  United 
States  or  by  the  constitution  of  the  state.  The  study  of  these  limitations  of 
its  powers  is  very  important.  They  are  generall}'  for  one  of  two  purposes ; 
to  secure  effective  cooperative  working  of  state  and  federal  government  and 
prevent  conflicts  between  them,  or  to  prevent  the  legislature  from  doing  what 
the  people  have  already  judged  to  be  unwise  or  harmful.  This  topic  should 
be  made  concrete  by  the  pupils  and  teacher  suggesting  many  particular  ex- 
amples of  the  specific  things  the  legislature  can  and  cannot  do. 

The  structure  of  the  legislature:  two  houses  in  all  states;  the  members  of 
each,  number,  term  of  office,  qualifications,  apportionment,  compensation,  and 
election.  How  bills  are  passed :  lobbying  and  bribery,  the  initiative  and  the 
referendum. 

The  executive  department.  It  is  the  duty  of  this  department  to  execute 
the  laws  passed  by  the  legisl?ture,  that  is,  to  bring  criminals  into  court,  prose- 
cute them  before  the  court  and  execute  the  court's  judgment;  to  maintain  and 
operate  the  state's  charitable  and  other  institutions,  and  to  see  that  the  citizen 
obeys  all  the  laws  regulating  his  conduct.  The  executive  officers  in  Illinois 
may  be  grouped  into  four  classes:  (i)  the  governor,  (2)  those  provided  for 
in  the  constitution  as  the  Secretary  of  State,  Treasurer,  etc.,  (3)  the  important 
offices  provided  for  in  Civil  Administrative  Code,  (4)  the  small  army  of 
officers  and  employes  who  assist  all  of  th^  other  classes.  Those  of  the  first 
two  classes  are  elected  by  the  people,  those  of  the  third  class  are  appointed, 
most  of  those  of  the  fourth  class  are  selected  under  the  rules  of  the  civil 
service  on  the  basis  of  merit. 


212  NATURE-STUDY  AGRICULTURE — SEVENTH   YEAR. 

The  qualifications,  term  and  compensation  of  the  governor,  and  principal 
state  ofificers  should  be  studied  briefly.  Much  more  time  should  be  given  to 
a  study  of  their  duties  illustrated  by  examples  of  what  they  do  and  of  the 
importance  of  their  doing  their  work  efficiently.  The  teacher  should  be  fa- 
miliar with  the  Civil  Administrative  Code. 

Eighth  Month. 
The  State  Judiciary. 

The  function  of  the  Courts  is  to  interpret  the  laws  and  apply  them  to  pai- 
ticular  cases  and  to  enforce  rights.  To  illustrate,  when  state  officers  bring  a 
man  before  the  court  and  accuse  him  of  a  crime  to  see  that  every  step  in  ihe 
procedure  is  in  strict  harmony  with  the  rules  of  law  then  to  state  the  penalty 
provided  by  law  if  the  man  is  found  guilty  and  to  order  the  executive  officers 
to  enforce  the  penalty. 

The  grades  of  courts  in  Illinois:  the  Justice  of  the  Peace,  City  Courts, 
County  Co'urts,  Circuit  Courts,  Appellate  Courts,  and  the  Supreme  Courts ; 
Special  Courts  :   Probate  Courts  and  Juvenile  Courts. 

The  Judges  of  Courts — qualifications,  term  of  office,  compensation.  Juris- 
diction— the  right  to  hear  and  decide  cases;  original  and  appellate  jurisdiction, 
what  is  meant  by  each. 

What  is  a  civil,  a  criminal  case?  Follow  through  the  procedure  in  a  trial 
of  a  case  of  each  kind  making  clear  the  position  of  the  judge  and  the  jury 
in  the  trial. 

Suffrage  and  Elections. 

Sufifrage  is  the  privilege  of  voting  granted  to  some  citizens.  Why  not  to 
all  citizens?  What  citizens  may  vote  in  Illinois?  Who  may  not  vote?  Are 
those  who  may  vote  under  any  obligation  to  vote?  May  a  citizen  sell  his  vote? 
Why?  What  moral  obligation  on  the  citizen  as  to  how  he  shall  vote?  The 
registration  of  voters,  time  and  manner  of  holding  elections,  the  election  of 
ofificers,  and  the  ballot. 

Political  parties,  their  organization,  and  the  reasons  for  their  existence, 
the  methods  of  nominating  candidates  for  offi.ce,  by  the  nominating  con- 
ventions, and  by  primary  elections.  The  work  of  party  men  in  conducting 
campaigns. 

NATURE-STUDY  AGRICULTURE. 

ALTERNATION — The  Seventh  Year's  work  in  Agriculture  should  be  studied  the  school 
year  1918-19  and  each  alternate  year  thereafter,  alternating  with  the  Eighth  Year's  work 
to   be  taught  the  school   year   1919-20   and   each  alternate  year   thereafter. 

First  Month. 

Neighborhood  Industries — Number  and  size  of  farms,  kinds  of  farming, 
grain,  stock,  or  combination,  crops  raised,  value,  value  of  stock;  other  industries 
than  farming;  etc 

Reports  and  records  of  work  done  in  garden  and  canning'.  Study  of  vege- 
table types ;  of  flowering  plants,  composites,  cultivated  and  wild. 

Wheat — Study  of  plant,  head,  seeds,  etc.;  germination  and  purity  tests; 
preparation  of  seed  l>ed  and  methods  of  sowing;  products  and  value.  History 
and  origin  of  varieties.     Enemies  of  wheat. 

Hand  Work — Make  wheat  chart  or  booklet. 
Second  Month. 

Fungi  and  Fungous  Diseases — Simple  study  of  mushrooms,  how  fungi 
differ  from  seed  plants.  Experiments  in  growing  and  destroying  molds  and 
bacteria;  sterilization;  treatment  with  formalin;  smuts,  rusts,  blights,  rots. 
How  combat  these? 

Corn — Special  study  of  plant;  its  culture  and  improvement,  root,  stem, 
leaves,  flowers,  ears.  Visit  fields  and  participate  in  selection  of  desirable 
stalks  and  ears.  Drying  and  storing  seed.  Experiments  to  show  shrinkage  of 
iorn.     Varieties  of  corn  grown  in  neighborhood;  history  of  two  or  three  va- 


NATURE-STUDY  AGRICULTURE — SEV'ENTH   YEAR.  213 

rieties.      Characteristics    of    a   good    ear ;    simple   introduction   to    use    of    score 
card.     Uses  and  history  of  corn.     Factors  involved  in  marketing  corn. 

Reports  and  records  of  corn  projects. 

Hand  Work — Make  corn  chart. 

Third  Month. 

Forage  Plants — Grasses,  species  found  in  district,  detailed  study  of  blue 
grass  as  a  type  of  pasture  plant ;  compartive  study  of  some  other  type  as 
timothy  or  red  top.     Annual  grass ;  millet,  Sudan. 

Leguminous  Plants — Clover,  alfalfa,  cow  peas,  soy  beans,  habits  of  growth 
and  uses  of  each.     Other  forage  plants. 

Weeds — Identify  common  weeds  of  garden,  cultivated  field,  pasture,  meadow, 
and  lawn;  group  into  annuals,  biennials,  and  perennials.  Reasons  weeds  are 
objectionable;  methods  of  combating. 

Hand  Work — Make  collection  of  leaves,  fruit  and  seeds  of  the  neighbor- 
hood weeds,  mount  on  cardboard. 

Fourth  M«nth. 

Transportation  and  Travel — Roads;  kinds,  public  highways,  how  main- 
tained ;  vehicles  and  carriers ;  kinds,  parts.  Power,  horses,  gasoline  engine, 
steam. 

Farm  Machinery — Simple  tools  and  machinery ;  various  levers ;  uses  and 
advantages  of  jackscrew,  pulleys,  wheel  and  axle,  derrick,  etc. 

Machines  used  in  preparing  the  soil  for  planting;  kinds  of  plow,  harrows; 
different  kinds  used  in  the  neighborhood.     Cost  of  different  kinds. 

Machines  _used_  in  cultivating  the  crop.  Machines  used  in  harvesting  the 
crops.  Machines  in  the  home,  value  of  machines  as  labor  saving  devices. 
History  of  machines.  Care  of  machinery,  housing,  cleaning,  oiling;  have 
children  report  on  where  machines  are  kept  at  their  own  homes. 

Hand  Work — Make  booklet  of  machinery,  grouping  as  to  use. 

Fifth  Month. 

Soil — .\  sample  of  local  soil ;  materials  found  in  it.  Characteristics  of  dif- 
ferent kinds  of  soil,  experiments.     Origin  of  soil. 

Water  in  Soil — Source  of  water,  kinds ;  free  and  capillary.  Drainage, 
experiments. 

Sixth  Month. 

Soil  Water  and  Plants — How  plants  secure  water,  soluble  and  insoluble 
substances  in  the  soil.  Elements  that  plants  get  from  the  soil.  Capillarity  and 
conservation  of  the  soil  water. 

Treatment  of  soil  to  secure  good  crops,  tillage,  drainage,  crop  rotation, 
fertilizers. 

The  Work  of  Plants — ^The  food  materials  found  in  plants ;  plants  as 
factories.  Use  of  elements  found  in  soil,  water  and  air;  stems  as  carriers  of 
water;  the  work  of  leaves,  need  of  sunlight.     The  growth  of  plants. 

Seventh  Month. 

Garden — Planning  the  garden,  hot  bed  and  cold  frame ;  starting  plants  for 
later  planting. 

Farm  Crops — Oats.  Test  samples  of  seed  for  purity  and  vitality.  Methods 
of  planting.  Treat  seeds  with  formalin  for  smut.  Different  varieties  raised  in 
neighborhood.     History  of  oats.     Uses. 

Corn — Study  of  kernel,  parts,  use  of  each;  germination  test;  compare  corn 
carefully  stored  and  that  from  corn  crib.  Preparation  of  soil;  planting  methods. 
Experiments  with  depths  of  planting.  Influence  of  weather,  season,  climate. 
How  varieties  are  adapted  to  different  regions. 

Continue  wheat  study  in  localities  where  this  was  studied  in  the  fall. 
Organize  corn  club  and  start  corn  project. 

Fruit  and  Fruit  Trees — Fruit  trees  of  district,  imported  fruits.  The  apple, 
parts,  relation  of  fruit  to  flower,  varieties  grouped  with  reference  to  time  of 
maturing.  _  Propagation  of  fruit  trees.  The  orchard,  planting,  pruning,  cultivat- 
ing, spraying. 


214  PHYSICAL   TRAINING — SEVENTH    YEAR. 

Methods  of  caring  for  the  fruit;  picking,  sorting,  packing,  marketing, 
storing. 

Projects  in  caring  for  orchards.  . 

Eighth   Month. 

Garden  Projects — The  garden ;   preparation  of  seed  bed,  condition  of  soil. 

Project  One — The  tomato ;  varieties,  methods  of  planting  and  transplanting, 
care  of  plants;  enemies,  harvesting  and  canning. 

Other  Projects — Root  crop,  potatoes,  beans  and  peas,  cucumber,  etc. 
Study  as  suggested  for  project  one.  Keep  accurate  accounts  of  expenditures, 
receipts,  profits. 

Trees — Flowers  of  shade  trees ;  growth  of  trees,  comparative  study  of  slow 
and  rapidly  growing  types.  The  native  woods  ;  number  of  tree  species,  saplings, 
seedlings.  Use  of  wooded  regions  in  Illinois.  Forests  and  their  enemies,  con- 
servation of  forests.     Uses  of  trees.     The  wood  lot. 

Trees  on  Home  Grounds — Good  trees  to  use ;  care  and  protection. 


PHYSICAL  TRAINING. 

See   General    Directions — Third   Grade. 

Watch  posture.  Emphasis  placed  on  difficult  rhythmic  work  of  free 
standing  exercises  so  that  the  hand  apparatus  work  may  be  executed  with 
definiteness.    Use  mimetic  work  as  preparation  for  sports,  track  and  field  events. 

First  Month. 

Lesson  I — 1.  Fac.  45°,  90°,  180',  fac  180°  combined  with  march  step  forw. 
2.  Head  grasp  stride  st.,  b.  b.  o.  h.  alt.  with  arm  stret.  upw. — S.  3.  Bend  St., 
arm  stret.  sidew.  with  heel  rais. — R.  4.  Bend  St.,  left  arm  stret.  sidew.  and 
right  arm  stret.  downw.,  (changes  by  bend.).  Use  regular  rhythm — R.  5. 
(1)  Hip  grasp  close  St.,  f.  d.  b.  o.  t. — S.  (2)  Hip  grasp  st.,  alt.  leg  fling, 
sidew.  w. — R.  6.  Run  in  place. — R.  7.  Cross  (c)  st.  arm  rotation  with 
breath. — S. 

Lesson  H — 1.  Arm  fling,  forw.  with  knee  bend. — R.  2.  Stret.  stride  st. 
b.  b.  o.  h. — S.  3.  Forw.  bend  arms  with  alt.  foot  plac.  forw.,  and  arm  fling 
sidew.  with  heel  rais. — R.  4.  Arm  bend.  upw.  with  alt.  knee  bend.  upw. — R. 
5.  Jump  forw.  with  forw.  fling,  arms  (3-ct.  movement) — S.  6.  Hip  grasp  walk 
(b)   St.,  b.  b.  o.  h.  with  place  hands  on  head. — S. 

Games — Progressive  Dodge  Ball,  Blackboard  Relay.  Rhythmic  Play — 
Sailor's  Hornpipe. 

Second  Month. 

Lesson  HI — 1.  Fac.  45°,  90°,  fac.  180°  combined  with  march  steps  forw. 
backw.,  sidew.  2.  Reach  st.,  arm  part,  with  b.  b.  o.  h. — S.  3.  Forw.  bend,  arms 
with  alt.  side  lunge — R.  .  4.  Arm  bend,  and  stret.  upw.  and  downw. — irregular 
rhythm. — R.  5.  Bend  stride  prone  (horizontal),  st.,  arm  stret.  sidew. — S.  6. 
Hip  grasp  J/^  st.  (left  foot  raised  behind),  hopping  on  each  foot  eight  times 
with  quick  changes.— R.     7.  Walk   (a)    st,   West   Point  breath.- — S. 

Lesson  IV — 1.  Arm  rais.  to  cross  (d)  with  knee  bend.- — R.  2.  Deep  breath, 
with  arm  circumduction  and  alt.  foot  plac.  sidew. — S.  3.  Hip  grasp  st.,  alt. 
forw.  charge. — S.  Later  R.  4.  ^A  stret.  st,  changes  of  arms  by  fling,  forw. 
upw. — R.  5.  Hip  grasp  stride  twist  st.,  plac.  hands  on  head. — S.  6.  Hip  grasp. 
J/2  St.    (leg  forw.)   cut  step  forw.    7.  Cross   (a)   close  st.,  b.  b.  o.  h.- — S. 

Games— Balloon  Ball,  Slipper  Slap.     Rhythmic  Play — Jumping  Jack. 

Third  Month. 

Lesson  V — 1.  (1)  Quick  changes  of  arms  from  hip  grasp  pos.  to  head 
grasp  pos. —  S.  (2)  Cross  (a)  St.,  arm  fling  sidew.  with  heel  rais. — R.  2.  Rest 
close  St.,  b.  b.  o.  h.,  alt.  with  arm  stret.  upw. — S.  3.  Review — forw.  bend,  arms 
with  alt.  side  lunge — R.  4.  Arm  bend,  and  stret.  diag.  upw.  (irregular  rhythm) 
— 16  cts.  5.  Hip  grasp  stride  st.,  alt.  s.  b.  o.  t. — R.  6.  Starter's  signals  for 
sprints  followed  by  run.   in  place.     Bend  close  st.,  b.  b.  o.  h. — S. 


PHYSICAL   TRAIXIXG — SE.AEXTH    YEAR.  215 

Lesson — -VI — i.  Hip  grasp  st.,  heel  rais.  and  knee  bend.  (3  cts.) — R.  2.  Bend 
walk  (b)  St.,  b.  b.  o.  h.,  alt.  with  arm  stret.  sidew. — S.  3.  Plac.  hands  on  hips 
with  alt.  forw.  charge.  4.  Bend  St.,  left  arm  stret.  upw.  and  right  arm  stret. 
forw.  (change  by  bend,  arms  upw.) — R.  5.  (i)  Hip  grasp  stride  St.,  f.  b.  0. 
t. — R.  (2)  Bend  St.,  alt.  knee  bend.  upw. — R.  6.  Jump  forw.  with  forw.  fling, 
of  arms  (3-ct.  movements) — S.  Cross  (c)  close  St.,  arm  -otation  with  breath. 
— S. 

Games — Volley  Ball.     Rhythmic  Play — Highland  Schottische. 

Fourth  Month. 

Lesson  VH — i.  (i)  Fac.  90°,  45°,  r8o° ;  march,  forw.  and  backw.  one,  and 
two  steps.  (2)  Plac.  hands  on  head  with  heels  rais. — R.  2.  Arm  bend.  upw. 
with  alt.  foot  plac.  sidew.,  and  b.  b.  o.  h.  with  slow  arm  stret.  upw. — S.  3.  Hip 
grasp  St.,  oblique  charge  1.  and  r. — S.  4.  Arm  bend,  and  stret.  diag.  upw.  (ir- 
regular rhythm) — R.  5.  (i)  Plac.  hands  on  hips  with  alt.  foot  plac.  sidew., 
and  s.  b.  o.  t. — R.  (2)  Stret.  stride  st.,  f.  b.  o.  t. — S.  6.  Jump  in  place  with 
half  turn— S.     7.  Walk  (backw.)   st.,  West  Point  breath.— S. 

Lesson  VHI — r.  (i)  Arm  rais.  sidew.  with  quick  heel  rais. — R.  (2)  Quick 
changes  of  arms  to  bend,  pos.,  head  grasp  pos.,  cross  (a)  pos.,  hip  grasp  pos. 
— S.  2.  Cross  (e)  close  st,  arm  stret.  sidew.  with  b.  b.  o.  h. — S.  3-  Head 
grasp  St.,  alt.  side  lunge — S.  Later — R.  4.  Arm  raise,  sidew.  with  alt.  foot 
place  forw.  and  f.  b.  o.  t. — R.  5.  Starter's  signal  for  sprints,  run.  in  place — R. 
6.  Forw.  bend,  arms  with  b.  b.  o.  h. — S. 

Games — Hand  Foot  Ball,  Japanese  Crab  Race,  Chicken  Fight  (boys). 
Rhythmic  Play — Tarantella. 

Fifth  Month. 

Use  Waxds— Lesson  I — i.  (i)  Marching  for  apparatus.  (2)  Practice 
plac.  wand  in  position.  2.  Wand  to  back  b.  b.  o.  h. — S.  3.  Wand  rais.  forw. 
with  knee  bend. — R.  4.  Wand  rais.  to  to  chest  and  over  head.  (4-ct.  movement)  — 
R.  4.  Wand  rais.  to  chest  and  over  head.  (4-ct.  movement) — R.  Wand  to 
back  with  alt.  foot  place,  sidew.  and  f.  b.  o.  t.  5.  Hurdling.  6.  Wand  rais. 
forw.  with  b.  b.  o.  h. 

Lesson  H — i.  Wand  rais.  to  chest  with  alt.  foot  place,  forw. — R.  2.  Wand 
to  reach  stride  st.,  and  b.  b.  o.  h. — S.  3.  Wand  rais.  forw.  upw.  with  heel  rais 
— R.  4.  Alt.  wand  rais.  to  lateral  pos. — R.  5.  Wand  to  back  stride  St.,  s.  b. 
o.  t. — R.  6.  Bowling — R.  7.  Wand  to  back  with  alt.  foot  plac.  forw.  and 
b.  b.  o.  h.— S. 

Games — Black  and  White,  Curtain  Ball.     Rhythmic  Play — Clown  Dance. 

Sixth  Month. 

Lesson  HI — i.  Wand  rais.  to  lat.  pos.  with  alt.  foot  plac.  sidev/. — R.  2. 
Wand  to  stret.  pos.,  walk  (b)  St.,  b.  b.  o.  h.— R.  3.  Wand  rais.  forw.  with  alt. 
foot  plac.  sidew.,  and  alt.  turn  of  wand  (left  end  toward  right  or  reverse) — R. 
4.  Alt.  knee  upw.  bend,  touch,  wand  to  knee — R.  5.  Slide  diag.  forw. — r.,  hop 
three  times ;  same  left.  Swing  wand  to  vertical  pos.  Step  back — r.  and  hop., 
swing  wand  to  the  knee ;  repeat  left.  Jump  on  toes  plac.  feet  apart  with  wand 
over  head  and  jump,  plac.  feet  together  with  wand  to  pos;  repeat  jump.  (16- 
ct.  movement) — R.    6.  Close  st.,  b.  b.  o.  h. — S. 

Lesson  IV — i.  Wand  rais.  to  chest  with  alt.  foot  plac.  forw.  outw.,  and 
heel  rais. — R.  2.  Wand  rais.  to  stret.  st.  with  alt.  foot  plac.  forw.,  and  plac. 
wand  to  back  with  b.  b.  o.  h. — S.  Later  R.  3.  Alt.  wand  rais.  to  lat.  pos.  with 
knee  bend. — R.  4.  Wand  rais.  upward  with  alt.  foot  place  sidew.  and  trunk 
twist — R.  5.  Basket  Ball  Tactics.  6.  Wand  rais.  to  chest  with  clos.  feet  and 
b.  b.  o.  h.— S. 

Games — Review.     Rhythmic  Play — Review. 

Lesson  V — i.  Wand  rais.  forw.  and  turning  wand  (left  end  turn  to  right 
or  reverse)  with  alt.  foot  plac.  forw. — R.  2.  Wand  rais.  to  chest  with  alt  foot 
plac.  sidew,  and  alt.  head  twist. — R.  3.  Wand  rais.  to  back,  with  alt.  forw. 
charge. — R.  4.  Wand  plac.  back  over  head,  chest,  and  pos.  (4-ct.  movement) 
— R.     5    Wand  rais.  to  lat.  pos,  with  alt.  foot  place  sidew.  and  s.  b.  o.  t. — R. 


2l6  READING EIGHTH    YEAR. 

6.  Jump  on  toes  with  alt.  knee  upw.  bend,  and  touch,  wand  to  knee.     7.  Wand 
to  back,  stride  st.,  b.  b.  o.  h. — S. 

Seventh  Month. 

Lesson  VI — i.  Wand  rais.  forw.  with  alt.  foot  plac.  forw.  outw. — R.  2. 
Wand  rais.  to  back  with  alt.  foot  plac.  backw.,  and  slow  arm  stret.  upw.  with 
b.  b.  o.  h. — R.  3.  (i)  Wand  rais.  to  chest  with  alt.  foot  plac.  sidew.,  and  wand 
rais.  over  head  with  knee  bend,  (heels  on  floor). — R.  (2)  Rowing — R.  4.  Wand 
rais.  to  chest  with  alt.  foot  plac.  sidew.,  and  wand  rais.  to  back  with  s.  b.  o.  t. — R. 
5.  Starter's  signals  followed  by  running  around  one  row  seats.  6.  Wand  rais. 
forw.  upw.  with  breath. — S. 

Game — War.  Rhythmic  Play — Shepherd's  Hey  (boys).  Gathering  Peas- 
cods,  (girls). 

Eighth  Month. 

Lesson  VII — i.  ^^'and  rais.  to  chest  with  alt.  foot  plac.  backw. — R.  2. 
b.  b.  o.  h.,  alt.  with  wand  raise  forw.  with  alt.  foot  plac.  forw.  outw. — S.  or  R. 
3.  Paddling — R.  4.  Wand  rais.  over  head  vith  kneel,  on  one  knee,  and  trunk 
twist. — R.  5.  Change  step  with  wand  fling,  over  the  head.  6.  Wand  to  back, 
walk  (backw.)  St.,  and  b.  b.  o.  h. — S. 

Lesson  VIII — i.  Wand  rais.  forw.  with  alt.  foot  plac.  sidew.  and  wand 
raised  forw.  upw.  with  heel  rais. — S.  2.  Wand  rais.  forw.  with  alt.  foot  plac. 
forw.  outw.,  and  wand  to  back  with  chest  rais. — S.  Later  R.  3.  Wand  rais. 
upward  with  alt.  foot  plac.  sidew.,  and  knee  bend.  4.  Wand  rais.  forward  with 
right  forw.  charge,  and  wand  plac.  to  floor  with  f.  d.  b.  o.  t. — R.  5.  Jump  on 
toes  with  alt.  knee  bend.  upw.  touch,  wand  to  knee.  6.  Wand  rais.  forw.  with 
deep  breath. — S. 

Games — Center  Stride  Ball,  (separate  classes  for  boys  and  girls).  Playground 
Ball.  Field  and  Track  Events.  Rhythmic  Play — Athletic  Jubilee  (boys),  Eloise 
Gavotte  (girls). 


EIGHTH  YEAR. 


Text-Books — Fifth  Reader,  Grammar,  Arithmetic,  Geography,  History,  Speller, 
Physiology  and  Hygiene,  History  of  Illinois,  and  Civics. 

Reading — Fifth  reader  or   equivalent   in   lit-  History — National    Period. 

erature.  History   of    Illinois — In     connection     with 

Orthography — Rules,   terms,    etc.  History  of  the  United   States. 

Grammar — Parts     of     Speech;     Composition  Physiology  and  Hygiene — Circulation,  Res- 
Work,  piration.    Excretion,   Nervous   System. 

Arithmetic — Mensuration.  Civics — National  Government. 

Writing — See   Seventh  Year.  General   Exercises — Music,   Drawing,   !^Ior- 

Geography — Mathematical,     Asia,     Africa,  als    and    Manners,    Agriculture,    House- 
Australia,   Islands  of  Pacific,  Geography  hold  Arts,   Manual  Arts, 
of  the  Great  War.  Physical  Training — Gymnastics,  Games. 


READING. 

See  general  suggestions  for  fifth  and  seventh  years. 

The  appeal  to  literary  appreciation,  which  has  been  suggested  in  the  out- 
lines, should  receive  yet  more  definite  emphasis.  There  will  be  more  constant 
use  of  literary  wholes ;  elements  of  history  and  science  will  find  more  frequent 
literary  interpretation  or  illumination;  the  reflective  instinct  and  abilities  of 
the  pupils  will  be  more  pronounced.  The  essays  of  Mr.  Horace  E.  Scudder, 
"Literature  in  Schools,"  (Riverside  Literature  Series,  No.  37,  Houghton, 
Mifflin  &  Co.)   will  be  of  great  value  to  thoughtful  teachers. 

Silent  Reading. 

If  pupils  have  formed  the  reading  habit,  it  will  be  well  for  the  teacher 
to  find  out  just  what  the  various  tastes  demand.  As  the  age  of  adolescence 
appears  new  tastes  develop  and  wise  counsel  is  needed.  Too  often  light  fiction, 
involving  very  poor  love  elements,  finds  its  way  to  the  pupil's  hands.  It  is, 
perhaps,  not  wise  to  criticise  or  censure,  but  to  lead  by  striving  to  reveal  the 


READING — EIGHTH    YEAR.  21/ 

true  and  beautiful.  Introduce  selections  that^  will  take  care  of  the  developing 
instincts.  Have  plenty  of  good  humor.  Encourage  reading  in  special  lines 
according  to  the  special  tastes  of  each  child.  Some  of  the  boys  will  already 
be  considering  the  problem  of  life  work.  They  will  be  mterested  in  the 
biographies  of  men  who  have  been  worth  while  in  the  world.  Some  children 
may  become  interested  in  an  author  and  will  care  to  read  a  number  of  his 
works. 

In  the  study  of  a  single  selection  much  can  be  done  in  teaching  a  method 
of  interpretation.  Take  for  illustration  Bryant's  "Wind  and  Stream."  After 
reading  the  poem,  seek  to  determine  just  about  where  Bryant  must  have 
been  when  he  saw  the  happening  that  suggested  this  dainty  selection.  What 
did  he  see  and  hear?  What  is  it  the  poem  seeks  to  interpret,  or,  in  other 
words,  what  is  the  commonplace  fact  within  which  the  author  catches  the 
spiritual  fire?  The  same  kind  of  analysis  may  be  used  with  Tennyson's 
"Bugle  Song."  What  lines  in  the  third  stanza,  if  properly  read,  will  bring  out 
the  central  idea  of  the  poem?  What  is  this  central  idea?  What  relation  does 
each  stanza  bear  to  it? 

Oral  Reading. 

While  considerable  emphasis  has  been  laid  upon  the  more  technical 
elements  of  oral  reading,  it  must  be  remembered  that  these  are  only  means 
toward  an  end,  and  that  end  must  be  kept  ever  in  view.  In  this  grade  the 
pupil  should  have  exercise  in  sustained  reading,  reading  to  others  for  their 
enjoyment,  when  there  is  no  thought  of  criticism. 

Reading  and  grammar  may  be  closely  co-ordinated.  For  example,  while 
studying  the  simple  relative  and  restrictive  clauses,  the  attention  may  be  called 
to  the  problem  of  reading  the  same.  What  is  the  difference  in  the  following 
sentences  and  how  should  each  be  read?  "The  paper  which  I  read  is  on  the 
table."  "The  paper,  which  I  read,  is  on  the  table."  We  may  ask  what  is  on 
the  table  in  the  first  sentence  and  the  pupil,  if  he  understands  the  sentence,  will 
say  that  the  paper  which  I  read  is  on  the  table.  It  takes  all  five  words  to  give 
the  subject;  the  clause  is  restrictive  and  is  delivered  as  one  group.  In  the 
second  sentence  the  clause  adds  an  item  about  the  paper  but  it  is  not  necessary 
for  the  statement;  the  clause  is  a  group  by  itself,  and  the  subject,  "the  paper", 
is  another  group.  In  the  first  one,  paper  is  picked  out  of  a  group  by  the  clause 
"which  I  read."    The  use  of  commas  in  this  connection  may  be  taught. 

Sentences  containing  subordinate  clauses  form  another  group_  connecting 
grammar  and  reading.  The  sentence  given  above — "The  paper,  which  I  read," 
etc.— will  illustrate  one  of  the  most  simple.  But  almost  any  page  used  in  this 
grade  will  afford  abundant  material  and  selection  can  be  made  according  to 
the  difficulty  needed. 

Life  in  Reading — This  comes  from  a  mental  arousing  that  manifests  itself 
in  the  form  of  energy  of  voice.  The  literature  read  should  be  of  a  character 
to  arouse  the  reader  to  the  point  of  self-forgetfulness.  Here  self-consciousness 
is  overcome.  Selections  full  of  interest  must  be  used,  especially  those  in  which 
one  central  idea  dominates.  Thrilling  incident,  sprightly  dialogue,  and  vivid 
description  will  best  develop  life  in  reading.  Dramatic  scenes  and  dramatic 
movement  in  narrative  will  help. 

Directness  in  Reading — This  demands  that  the  one  reading  shall  in  simple, 
direct  earnestness,  talk  to  and  not  at  his  hearers.  This  will  correct  all  stilted 
and  unnatural  reading  and  will  do  much  toward  perfecting  enunciation.  The 
literature  used  here  should  be  drama  or  some  selection  with  a  powerful  appeal. 
There  is  nothing  better  than  Shakespeare's  plays;  also  suitable  orations— Lin- 
coln's "Gettysburg  Address",  parts  of  Patrick  Henry's  "Speech  before  ^he 
Virginia  House." 

Can  the  emotional  element  of  literature  be  taught?  This  is  a  disputed 
question.  But  two  things  the  teacher  can  do  which  will  help  in  the  matter : 
first,  she  can  cause  the  pupil  to  return  to  the  selection  again  and_  again  by  sug- 
gesting new  items  of  interest;  second,  she  can  read  to  the  pupil,  making  her 
own  reading  rich  in  the  emotional  response.  By  use  of  tone-color,  she  may 
suggest  one  means  the  author  has  of  stirring  the  feelings.     This  element  can 


,?l8  EEADINC — EIGHTH    YEAR. 

be  "caught"  rather  than  taught.  Occasionally  pupils  should  be  given  opportunity 
of  hearing  good  readers  who  are  specialists  in  their  line.  The  teacher  should 
point  out  the  particular  qualities  to  look  for,  and  after  the  reading  the  class 
should  discuss  in  detail  the  selection  read,  its  effect,  and  the  technique  of  the 
reader. 

In  reading  selections  which  have  two  or  more  speakers  in  the  conversation, 
the  pupil  should  be  taught  to  turn  slightly  to  one  side  for  a  character  and  in 
a  different  direction  for  another.  This  caution  is  given, — this  turning  should 
never  attract  attention. 

Common  Faults — (i)  Reading  too  fast  is  quite  common  and  contributes 
not  a  little  to  habits  of  reading  in  a  meaningless  way  and  yet  without  conscious- 
ness that  one  is  missing  the  meaning  himself  and  failing  to  give  the  meaning 
to  others.  Training  in  grouping  will  help  to  cure  the  fault.  (2)  Reading  in  too 
low  a  tone  maj^  be  helped  by  having  the  pupil  stand  some  distance  from  the 
class  and  the  teacher.  By  having  the  reader  talk  to  the  class  in  a  conversation 
cleverly  introduced  by  the  teacher  and  then  read,  talk  again  and  then  read 
again,  this  fault  may  be  overcome.  The  same  suggestion  will  apply  to  the 
reader  who  tends  to  shout,  except  he  should  stand  close  to  the  class.  To 
involve  him  in  a  regular  conversation  and  then  suggest  that  the  reading  be  just 
talking,  is  the  secret. 

Reading  Materials, 
The  lists  submitted  in  back  part  of  this  course  are  necessarily  very  in- 
complete. To  give  all  the  material  available  would  mean  to  publish  a  whole 
volume.  The  books  included  are  here  because  they  seem  to  have  genuine  and 
enduring  merit ;  it  should  not  be  inferred  that  those  not  included  are  less 
worthy.  No  judgment  on  them  is  expressed  or  implied;  it  is  impossible  to 
include  everything. 

Stories  from  Kipling. 

Treasure  Island   (Stevenson) 

Vision  of  Sir  Launfal   (Lowell),  Hougliton  i\Iifflin  &  Co. 
Stories  Suggested  for  Either  Telling  or  Reading. 
First  Grade. 

The  Old  Woman  and  Her  Pig. 

Chicken  Little. 

Little  Black  Sambo. 

The  Lad  Who  Went  to  the  North  Wind. 

The  Little  Half  Chick. 

The  Wonderful  Pot. 

The  Musicians  of  Bremen. 

The  Elves  and  the  Shoemaker. 

The  Hare  and  the  Tortoise. 

The  Three  Little  Pigs. 

The  Gingerbread  Man. 

The  Three  Bears. 

Hansel  and  Grettel. 

Mr.  Vinegar. 

The  House  in  the  Wood. 

Cinderella. 

The  Crow  and  the  Pitcher. 

Second  Gradeo 

Briar  Rose. 

Snow  White  and  Rose  Red. 

A  Real  Princess. 

Tom  Tit  Tot. 

Taper  Tom. 

The  Lion  and  the  Mouse. 

The  Tongue  Cut  Sparrow. 

Robinson  Crusoe. 

Beauty  and  the  Beast. 


REAi)ING — EIGHTH    YEAR.  SIg 

Aladdin  and  His  Wonderful  Lamp. 

The  Wonderful  Teakettle. 

The  Little  Jackal  and  the  Aligator. 

The  Fox  and  the  Crow. 

The  Town  Mouse  and  the  Country  Mouse. 

The  Elephant's  Child. 

1  hird  Grade. 
Stories  of  Siegfried. 
Boots  and  His  Brothers. 
Sinbad  the  Sailor. 
Tom  Thumb. 
Why  the  Sea  is  Salt. 
The  Tar  Baby. 
The  Legend  of  Babouscka. 
Rikkitikkitavi. 

The  Land  East  o'  the  Sun  and  West  o'  the  Moon, 
The  Princess  on  the  Glass  Hill. 
The  Fisherman  and  His  Wife. 
Reynard  the  Fox. 
How  the  Fox  Played  Herdsman. 
Pinnochio. 
Little  Wolfif's  Wooden  Shoes. 

Fourth  Grade. 
Stories  of  Robin  Hood. 
The  Quest  of  the  Flammer. 
The  King  of  the  Golden  River. 
The  Stone  Cutter. 
How  Fire  Came  to  Men. 
The  Nurnberg  Store. 
Raggylug. 

Why  the  Chimes  Rang. 
The  Dwarf's  Gifts. 

Thor's  Visit  to  the  Land  of  the  Giants. 
The  Voyage  to  Liliput. 
Gudbrand  on  the  Hillside. 
Toomai  of  the  Elephants. 
The  Nightingale. 
The  Magic  Fiddle. 

Fifth  Grade. 
Stories  from  the  Odyssey  and  the  Illiad. 
Stories  from  Sampo. 

The  Merry  History  of  the  Cobbler  and  the  King. 
Hermann  the  Clock  Maker. 
Jason. 

Guy  of  Warwich. 
Rhoecus. 
The  Voyage  of  the  Wee  Red  Cap. 

Sixth  Grade. 
Stories  of:  Beowulf,  Frithiop,  Cuchulani,  Roland,  the  Proud  King 
Krag,  the  Kootenay  Ram. 
Burning  the  Rice  Fields. 

Seventh  Grade. 
Stories  of  King  Arthur  and  His  Knights. 
William  Tell. 

The  Courtship  of  Miles  Standish. 
The  Legend  of  Sleepy  Hollow, 
The  mite  Seal. 
StoriP'j  from  Don  Quixote, 


220  ORTHOGRAPHY — EIGHTH    YEAR. 

The  Last  Lesson  in  French. 
Tales  of  the  Wayside  Inn. 
Old  Pipes  and  the  Dryad. 
A  Christmas  Carol. 

Eighth  Grade. 
Stories  of  Rustum. 
Treasure  Island. 
Knickerbocker  Stories. 
A  Descent  Into  the  Maelstrom. 
Sticheen. 

Where  Love  is  There  God  is  Also. 
Balder  and  the  Mistletoe. 
The  Gold  Bug. 
Rip  Van  Winkle. 
The  Man  Without  a  Country. 
How  I  Killed  a  Bear. 


ORTHOGRAPHY. 

To  the  Teacher. 

Be  sure  to  read  what  is  said  about  teaching  orthography  under  seventh 
year  work,  page  i8i  of  this  course.  The  eighth  year  work  in  orthography  may 
be  assigned  from  the  speller  adopted  by  the  board  of  education,  or  it  may  be 
based  on  the  work  outlined  below. 

ALTERNATION^ — The  work  in  orthography  for  seventh  and  eighth  year  is  arranged 
for  alternation.  During  the  school  year  of  :  919-20  teach  eighth  year  orthograpliy;  during 
T918-19  teach  seventh  year  orthography  and  so  continue  to  alternate  the  work  of  the  two 
years. 

First  Month. 

1.  Pronounce  and  spell  new  and  difficult  words  of  all  lessons  of  the  month 
or  assign  the  work  in  spelling  for  the  eighth  year  from  the  adopted  textbook 
in  spelling. 

2.  Write  and  define  words  containing  the  following  prefixes:  ad,  to;  ante, 
before;  hi,  two;  con,  with;  de,  down. 

3.  Write  and  define  words  containing  the  following  Latin  roots :  capt, 
head;  ccd,  cess,  to  go;  cent,  hundred;  civ,  citizen. 

4.  Review,  (a)  "Thirteen  different  kinds  of  information  about  words,  etc." 
(See  Seventh  Year  Work.)  (b)  "Essentials  of  Phonics  and  Pronunciation.") 
(See  Fifth  Year.) 

5.  Review  lower  grade  vocabularies.  (See  "General  Suggestions  for 
Teaching  Spelling,"  Fifth  year.) 

Second  Month. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month.  • 

2.  Write  and  define  words  having  the  following  prefixes:  ex,  out  of;  in, 
not ;  intra,  within ;  oh,  against ;  post,  after. 

3.  Write  and  define  words  containing  the  following  Latin  roots :  ctirr, 
curs,  run;  dent,  tooth;  diet,  speak;  doc,  doct,  teach. 

4.  Pronounce,  spell,  and  define  or  use  in  sentences :  cabal,  canine,  cantata, 
cantonment,  cerebrum,  chasten,  chastisement,  clematis,  clique,  condolence,  con- 
spiracy, cordial,  corolla,  crevasse,  Danish,  debris,  decade,  deciduous,  deficit, 
despicable. 

5.  Learn  to  apply  the  rule  of  spelling  for  dropping  final  silent  e.  Commit 
to  memory  the  following  exceptions :  hoeing,  shoeing,  dyeing,  mileage,  loath- 
some, wholly,  truly,  abridgment,  acknowledgment,  argument,  judgment,  lodgment. 

6.  Test  pupils  in  spelling  words  they  know  how  to  use. 

Third  Month. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes:  prO,  for; 
retro,  backward ;  se,  aside ;  £ub,  under ;  trans,  over. 


ORTHOGRAPHY — EIGHTH    YEAR.  I  221 

3.  Write  and  define  words  containing  the  following  Latin  roots:  fin,  end; 
fii'iii,  strong;  fleet,  flex,  bend;  flu,  flow. 

4.  Pronounce,  spell,  and  define  or  use  in  sentences :  dessert,  devastate, 
domain,  electoral,  encore,  equipage,  exquisite,  extol,  fiord,  formidable,  fragile, 
fungi,  glacier,  gratis,  harass,  heredity. 

5.  Other  exceptions  to  the  rule  for  dropping  final  e  :  Words  ending  with 
ce  and  ge  retain  the  e  before  able  and  ous  to  preserve  the  soft  sound  of  c 
and  g.  Commit  to  memory:  peaceable,  serviceable,  traceable,  noticeable,  pro- 
nounceable, changeable,  chargeable,  manageable,  advantageous,  courageous,  out- 
rageous. 

6.  Have  pupils  spell  words  they  know  how  to  use. 

Fourth  Month. 

1.  Pronounce  and  spell  new  and  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes  :  vwe,  instead 
of;  a,  without;  aiito,  self;  epi,  upon;  micro,  small. 

3.  Write  and  define  words  containing  the  following  Latin  roots :  grat, 
pleasing ;  greg,  herd  or  flock ;  jcct,  cast ;  leg,  law. 

4.  Pronounce,  spell,  and  define,  or  use  in  sentences :  hospitable,  hygiene, 
hypocrisy,  inventory,  isotherm,  jocund,  jugular,  lamentable,  larynx,  legume, 
lenient,  llama,  llano,  luxuriant,  lyceum,  maintenance,  medical,  merino, 
miniature. 

5.  Rule  of  spelling:  Final  y  preceded  by  a  consonant  is  changed  to  i  before 
a  suffix  unless  the  suffix  begins  with  /.  Note — There  are  some  exceptions  to  this 
rule  but  none  that  are  likely  to  be  misspelled. 

6.  Have  pupils  spell  words  they  are  able  to  use. 

Fifth  Month. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  suffixes :  aceous, 
having  quality  of;  al,  pertaining  to;  ance,  state  of  being;  cnce,  state  of  being; 
cut,  that  which. 

3.  Write  and  define  words  containing  the  following  Latin  roots:  mcnt, 
mind;   mitt,  send;   norm,  rule;   pater,  patr,   father. 

4.  Pronounce,  spell,  and  define  or  use  in  sentences  :  mirage,  moraine,  nico- 
tine, nitrogenous,  pantomime,  penal,  periosteum,  peritoneum,  pharynx,  plateau, 
plebeian,  prelude,  pretense,  proteids,  quay,  rendezvous,  robust,  romance,  route, 
routine. 

5.  Learn  and  apply  the  rule  of  spelling  for  doubling  the  final  consonant. 
Commit  to  memory  the  following  exceptions :  gases,  gaseous,  crystallize,  cha- 
grined, humbugged,  metallic,  excellence,  reference,  preference,  conference,  infer- 
ence, preferable,  referee. 

6.  Have  pupils  spell  words  they  know  how  to  use. 

Sixth  Month. 

1.  Pronounce  and  spell  new  and  important  words  of  all  lessons  of  the 
month. 

2.  Write  and  define  words  containing  the  following  suff.xes  :  fy.  to  make ; 
He,  relating  to;  ine,  belonging  to;  ion,  act  of;  ite,  one  who,  one  who  is. 

3.  Write  and  define  words  containing  the  following  Latin  roots :  port, 
carry;  rupt,  break;  scrib,  script,  write;  spec,  sped,  look. 

4.  Pronounce,  spell,  and  define  or  use  in  sentences  :  scallop,  scenic,  sepal, 
sergeant,  servile,  solstice,  spaghetti,  statue,  stature,  statute,  steppe,  suite,  supple, 
systole,  tepid,  treatise,  tubercles,  visage,  worsted. 

5.  Terms  to  be  defined:  elementary  sound;  number  of  elementary  sounds 
in  English  language  and  how  represented;  vocals  or  tonics,  subvocals  or  sub- 
tonics;  aspirates  or  atonies;  cognate  sounds;  vowels;  consonants;  diphthongs, 
proper  and  improper ;   digraph ;   trigraph. 

6.  Have  pupils  spell  words  they  know  how  to  use. 


^22  GRAMMAR  AXD  COMPOSITION — EIGHTH   YEAR. 

Seventh  Month. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  suffixes :  ory,  place 
where;  ons,  having;  tdeiit,  full  of;  ure,  state  or  act  of;  y,  state  of  being. 

3.  Write    or    define    words    containing    the    following    Latin    roots :    tors, 
tract,  draw;  ven,  vent,  come;  vert,  vers,  turn. 

4.  Pronounce,  spell  and  define  or  use  in  sentences :  adobe,  atlas,  alms, 
armistice,  calliope,  chaperon,  discretion,  dolorous,  eclat,  eczema,  elite,  enervate, 
enroute,  fete,  fiancee,  finale,  lamentable,  meningitis,  prorata,  ptomaine,  quivive, 
sagacious,  sagacit}',  superfluous,  tenacious. 

5.  Terms  to  be  defined :  Consonant  sounds  divided  into  labials,  dentals, 
Unguals,  and  palatals ;  mutes ;  semivowels,  subvocals,  aspfrates.  Syllable, 
spoken  and  written;  .names  of  syllables:  initial,  ultimate,  penult,  ante- 
penult, preantepenult.  Accent,  primary  and  secondary;  make  list  of  words  in 
which  change  of  accent  makes  a  change  of  meaning. 

6.  Have  pupils  spell  words  they  know  how  to  use. 

Eighth  Month. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  suffixes :  ic,  pertain- 
ing to;  ise,  ize,  to  make;  ist.  one  who;  old,  having  form  of. 

3.  Write  and  define  words  containing  the  following  Greek  roots :  meter, 
iiiefr^  measure;  phoii,  sound;  polls,  city;  scop.  view. 

4.  Consult  a  gazetteer  or  an  unabridged  dictionary  and  learn  to  pronounce 
the  following  names  of  places  and  rivers,  names  which  have  appeared 
frequently  in  the  newspapers  since  the  European  war  began.  Alsace-Lorraine, 
Arras,  Bagdad,  Belfort,  Bruges,  Cambria,  Chalons,  Dardanelles.  Galicia,  Gal- 
lipoli.  Kiel,  Lens,  Lille,  Marne,  Meuse,  Namur,  Reims,  Saint-Quentin,  Salonika, 
Somme,  Trieste,  Verdun,  Ypres. 

5.  Terms  to  be  defined :  Word — simple,  compound,  primitive,  deriva- 
tive, monosyllable,   dissyllable,  trisyllable,  polysyllable,  root,  prefix,   suffix,  affix. 

6.  Have  pupils  spell  words  they  know  how  to  use. 


GRAMMAE  AND  COMPOSITION. 

Read  the  Introduction,  pp.  39-42.  Read  outline  for  earlier  grades.  Remember 
that  every  lesson  is  a  lesson  in  oral  language,  and  that  everything  written  is  a 
piece  of  written  language.  Insist  upon  the  same  standard  of  correctness  in  all 
classes. 

I.     Aims— Oral. 

1.  To  see  that  pupils  do  not  lose  interest  in  lhe  oral  work, — liy 
stimulating  them  to  talk  on  subjects  that  they  are  interested  in  and  so 
have  opinions  about,  and  by  taking  advantage  of  ever}'  opportunity  and 
means  for  providing  real  motive  for  this  work.    (See  p.  41) 

2.  To  lead  pupils  to  demand  that  every  member  of  the  class  speak 
distinctly,  in  clean-cut   sentences,   with   attention  to   clearness,   definiteness. 

and  plan. 

3.  To  reinforce  by  knowledge  of  grammar  the  speech-habits  noted 
for  earlier  grades  and  the  additional  ones  for  this. 

4.  To    continue    the    vocabulary    work,    with    especial    reference    to 
«  accuracy  and  variety. 

5.  To  develop  the  ability  of  the  pupils  to  analyze  the  thought  of  a 
well-written  paragraph. 

Written  : 

I.  To  secure  from  pupils  daily  a  piece  of  written  work,  unified,  well- 
planned,  and  unmarred  by  misspelled  words  and  other  errors  in  techni- 
calities,— this  written  work  to  be  done  in  any  class,  but  at  least  once  a 
week  to  be  an  interesting  original  paragraph,  from  a  page  to  a  page  and 
a  half  long. 


GRAMMAR    AND    COMPOSITION — EIGHTH    YEAR.  223 

2.  To  have  pupils  satisfied  with  nothing  less  than  lOO  per  cent 
mastery  of  the  technicalities  for  the  earlier  grades  and  the  new  ones 
drilled  on  in  this. 

3.  To  aintain  the  lOO  per  cent  standard  in  the  form  of  letters, 
and  to  see  that  there  is  decided  improvement  in  the  content. 

4.  To  maintain  the  practice  on  the  part  of  pupils  of  proof-reading 
and  correcting  their  compositions  before  handing  them   in.     (See  p.   i86) 

S-  To  have  pupils  demonstrate  in  their  written  work  what  they  learn 
in  grammar. 

6.  To  maintain  the  lOO  per  cent  standard  in  marking  the  beginning 
and  the  end  of  the  sentences  correctly. 

7.  To  i)iiproTe  sentences, — particularly  in  regard  to  unity  and  variety. 

8.  To  drill  pupils  in  simple  outlining. 

II.  Kinds  of  Written  Work — Single  sentences  for  drill  and  imitation; 
outlines;  paragraphs  of  a  page  or  a  page  and  a  half,  narratives,  explanations, 
arguments,  some  descriptions ;  dialogue,  dramatic  and  narrative ;  friendly  and 
business  letters. 

III.  Suggestive  Subjects  for  Composition.    (See  p.  224) 

IV.  Correction  of  Oral  and  Written  Work.    (See  p.  225) 

V.  Grammar — I.  The  sentence:  classification  according  to  form;  clauses, 
principal  and  subordinate;  adjuncts:  classified  according  to  use  and  to  form; 
possessive  modifiers,  appositives,  adverbial  objective  (if  desired),  prepositional 
and  participial  phrases,  adjective,  adverb  clauses,  and  noun  clauses.  II.  Parts 
of  speech  :  adjective,  adverb,  preposition,  participle,  conjunctive  pronoun,  other 
subordinate  conjunctive  words.  III.  Progressive  and  passive  verb  pnrases,  in- 
finitive (and  gerund,  if  desired),  the  subjunctive  were. 

Literature. 
The  most  important  feature  of  the  eighth  grade  work  is  the  Shakespeare 
play,  to  which  considerable  time  will  have  to  be  given  by  the  pupils,  with  as 
much  help  as  possible  from  the  teacher.  Of  course  no  profound  study  of  a 
play  can  be  made  at  this  early  age;  but  a  vivid  realization  of  the  scenes  and 
characters,  a  clear  understanding  of  what  happens,  and  some  appreciation  of 
the  lines  are  quite  attainable  in  eighth  grade.  Nearly  all  the  material  chosen 
for  this  year  is  full  of  thought  about  individual  character,  and  the  relations 
of  human  beings  to  each  other  and  to  the  state.  Since  eighth  grade  pupils  are 
beginning  to  be  more  conscious  of  themselves  as  social  beings,  such  literature 
interests  them  and,  without  preaching,  helps  to  mould  their  ideals  of  living. 
So  much  of  this  material  is  worth  memorizing  that  the  better  pupils  should 
keep  themselves  learning  some  of  it  all  the  time.  Dickens's  "Christmas  Stories" 
should  probably  be  well  read  to  the  class  for  the  greatest  enjoyment.  In  this 
year  the  literary  treasures  stored  away  during  preceding  years  should  be  looked 
over  and  made  secure.  Some  one  of  the  more  mature  versions  of  the  Greek 
legends  suggested  for  the  eighth  month  will  give  a  basis  for  review  of  the 
classic  stories.  If  Tennyson's  "Ulysses"  is  too  difficult,  it  may  be  omitted;  but 
it  is  a  great  poem  that  many  eighth  grade  pupils  can  enjoy.  For  those  who 
are  equal  to  it.  Palmer's  "Odyssey"  is  a  delight.  Several  longer  stories  should 
be  read  with  or  without  the  help  of  the  teacher;  one  of  Cooper's,  "Queptin 
Durward",  "Ivanhoe",  "Kidnapped",  "Tom  Sawyer",  "The  Call  of  the  Wild", 
"Little  Women",  are  among  the  favorites.    For  the  teaching  of  poetry,  see  p.  44. 

Errors  in  Speech. 

Verbs — The  use  of  zvUl  with  /  and  ivc  to  express  future  time. 

Failure  of  verb  to  agree  with  subject  substantive.  (Especial  care  in  cases 
where  a  substantive  of  different  number  intervenes.) 

Dangling  participles ;  use  of  indicative  zvas  instead  of  subjunctive  were. 

Pronouns — Nominative  case  form  after  a  preposition.  (Especial  care  in 
cases  of  compound  elements.) 

Errors  in  use  of  the  conjunctive  pronouns  zvho,  zclnch.  zvhat. 

Errors  in  case  form  after  as  and  than. 


224  GRAMMAR   AND   COMPOSITION— EIGHTH    YEAR. 

Pronunciation — Failure  to  enunciate  final  g's,  t's  and  d's  and  to  pronounce 
correctly  short  vowels;  adverbal  (adverbial);  guvner;  guvernment;  participal 
(or  participial). 

Miscellaneous — Adverbs  used  after  copulative  verbs;  adjectives  added  to 
adverbs  (as,  real  pretty);  these,  those  kind;  double  comparatives  and  superla- 
tives (as  U'Orser)  ;  inaccurate  use  of  these  forms  of  comparison;  like  used  to 
introduce  a  clause,  eliminated;  without  and  except  for  unless;  inaccurate  u-se  of 
until;  different  than,  different  to  for  diff'erent  front;  incorrect  use  of  in,  into; 
at,  to. 

For  those  classes  that  have  not  had  opportunity  for  the  previous  drill  called 
for  by  the  outline,  the  grosser  errors  in  verb  and  pronoun  forms  and  in  pro- 
nunciation, and  the  double  negative  should  be  selected  for  drill.  It  must  not 
be  forgotten  that  habits  of  speech  are  matters  of  written  as  well  as  of  oral 
speech.  If  the  tongue  has  mastered  them,  however,  the  pen  is  not  likely  to  slip. 
Rerriember  that  the  pupils  must  be  convicted  of  their  sins,  that  each  grade 
should  be  made  to  feel  responsibility  for  and  pride  in  mastering  the  special 
errors  assigned  to  them  for  attack,  that  any  drill  in  connection  with  this  work 
must  be  varied  and  directed  to  the  ear. 

Technicalities  in  Writing. 

Punctuatton — Sentence:  A  semi-colon  to  separate  the  members  of  a  com- 
pound sentence  joined  by  the  conjunctive  words  so.  then,  tJierefore,  hence; 
comma  to  set  off  appositives,  participial  phrase  modifier  of  the  subject  coming 
before  the  subject  or  after  the  predicate,  a  clause  beginning  with  for,  independent 
elements. 

Spelling — Verbals  formed  by  adding  ed  and  iiig  to  verb  forms  ending  in 
silent  e  (The  <?  is  to  be  dropped)  ;  plural  of  words,  figures,  signs,  etc.  too; 
adverbial;  participial ;  two,  too,  to. 

Outline  Form — Straight  marginal  lines  for  coordinate  numerals,  letters, 
and  topics.  Proper  indention  of  topics,  and  the  numerals  and  the  letters  indi- 
cating sub-topics.  Proper  capitalization  and  punctuation  of  topics.  (See  Helps 
below.) 

Subjects  for  Composition. 

The  clown  at  the  circus:  The  greatest  disappointment  of  my  life;  Why  I 
intend  to  go  to  high  school ;  Monday  is  a  better  weekly  holiday  than  Saturday  ; 
A  book  that  I  enjoyed;  The  magazine  that  I  most  enjoy;  Why  I  should  like 
to  own  books ;  When  the  burglar  broke  into  our  house ;  How  to  put  in  an 
electric  bell;  When  I  was  fooled;  The  joke  that  didn't  work;  W'hat  makes  a 
good  baseball  pitcher;  Why  have  a  class  paper;  Tell  briefly  the  story  of 
Lorenzo  and  Jessica ;  Sum  up  "The  Great  Stone  Face"  in  five  sentences ;  Tell 
the  story  of  what  happened  at  St.  Malo  as  Herve  Riel  told  it  to  his  wife, 
showing'  his  character;  Explain  the  poem,  "Oh,  Captain,  My  Captain"  to  a 
younger  child. 

From  Nature  Study — Do  hogs  like  dirt?  Compare  a  firelcss  cooker  and  a 
refrigerator  (in  what  respects  alike,  in  what  different)  ;  The  frost  picture  on 
my  window:  Is  a  hen  stupid  (give  illustrations  to  prove  your  point);  Raising 
chickens  in  an  incubator ;  When  the  sparrow  broke  up  the  robins'  nest. 

Letters — (See  Grades  3  and  6)  Write  the  principal  of  the  high  school 
you  wish  to  attend  for  a  catalogue  (Do  many  high  schools  publish  catalogues, 
or  courses  of  study?  Why  do  you  want  one?)  ;  Write  to  Montgomery  Ward. 
Chicago,  for  their  catalogue  of  groceries,  and  then  make  an  order;  W'rite  the 
letter  that  Shylock  sends  Tubal  telling  the  result  of  the  trial ;  that  Nerissa 
writes  Jer  sica  telling  how  she  and  Portia  fooled  Bassanio  and  Gratiano ;  that 
Antony  sends  Calpurnia  after  his  speech  in  the  Forum. 

Pictures  Suggesting  Topics  for  Composition — Only  pictures  suggesting  ad- 
venture and  stories  are  useful  for  composition  purposes  in  the  early  grades. 
Such  pictures  are  of  distinct  "help  in  stimulating  the  imagination.  (See  outline 
for  Picture  Study.) 


GRAMMAR   AND   COMPOSITION — EIGHTH    YEAR. 


225 


Standards  in  Written  Work. 
A  Thrilling  Experience.     (Good— Written  Toward  End  of  Year.) 

Usually  the  first  few  times  a  town  boy  visits  a  farm  he  makes  some  mistakes. 
Actual  and  amusing  experience  make  good  stories,  and  so  I  will  try  to  picture 
to  you  an  actual  experience  of  my  own. 

Now  driving  horses  may  seem  a  simple  thing  to  country  boys,  but  to  some 
town  boys  it  is  quite  an  art.  The  first  time  I  tried  to  drive  some  horses  I  had 
a  thrilling  yet  amusing  experience.  My  uncle  told  me  to  hold  a  team  of  high- 
spirited  horses  while  he  went  into  the  barn.  Directly  in  front  of  me  lay  the 
road  to  the  field.  A  gate  was  between  me  and  the  field,  and  as  the  horses  were 
hitched  to  a  hay  rack,  it  was  difficult  to  get  through  the  gate  without  scraping 
the  posts.  Well  to  get  back  to  my  story,  I  kept  saying  to  the  horses,  "Whoa," 
"Get  Up,"  "Stand  still  there",  and  finally  I  lifted  the  reins  and  brought  them 
down  on  the  horses  with  a  crack.  Of  course  the  horses  started  for  the  field. 
I  shouted  "Whoa",  but  they  didn't  stop,  and  getting  frightened  and  being  a  bit 
angry  I  applied  the  whip.  The  funny  thing  was  that  during  this  time  I  had 
let  the  lines  lie  slack  and  had  made  no  effort  to  stop  the  horses.  The  whip 
made  them  go  faster,  and  as  I  approached  the  gate,  I  said  to  myself,  "If  I  get 
through  that  gate,  I'll  forgive  these  horses  and  myself  for  getting  into  such 
a  mix-up." 

There  was  a  crash,  and  as  I  clung  to  the  rack,  I  was  conscious  that  I 
had  swerved  to  one  side  and  was  going  down  the  field  at  a  terrific  rate.  Finally 
the  horses  were  stopped,  and  I  got  off  the  rack  a  bit  shakily  and  looked  at  the 
wagon  and  then  at  the  gate.  A  broken  post  lay  across  the  road,  giving  evidence 
nf  the  narrowness  of  my  escape.  But  to  this  day  I  don't  see  how  I  got  through 
that  gate. 

C — Outline  Forms — The  course  in  English  does  not  call  for  outlining  until 
the  eighth  year.  The  significance  of  topical  outlines  is  very  difficult  for  children 
to  grasp,  and  few  boys  and  girls  even  by  the  end  of  the  elementary  course  have 
any  real  understanding  of  this  method  of  showing  the  organization  of  material, 
— a  fact  to  which  almost  any  teacher  in  the  ninth  grade  can  testify.  Although 
outlining  by  topics  is  not  to  be  encouraged  until  toward  the  end  of  the  elemen- 
tary course,  it  would  be  very  advisable,  even  as  early  as  the  third  year,  to  begin 
what  might  be  called  outlining  by  columns.  Topical  outlinmg  might,  if  the 
teacher  prefers,  be  introduced  in  the  last  month  of  the  seventh  year,  where  the 
idea  of  coordination  is  developed  in  connection  with  compound  elements  in 
grammar.     But  the  form  calling  for  main  topics  only  should  be  used. 

Outline  by  Column,  (only  suggestive) — This  same  form  could  be  used  to 
show  the  organization  of  the  thought  of  a  paragraph — each  main  point  heading 
a  column ;  or  in  organizing  supplementary  material  gathered  for  a  geography 
or  a  history  lesson, — here  again  the  main  points  heading  columns;  or  even  in 
preparing  for  the  dramatization  of  a  story, — each  place,  or  scene,  in  this  case 
heading  the  column. 

My  Pony. 


Ned  had  a  little  pony. 
I  wanted  a  spotted  one. 
Uncle    Tom    bought    Jerry 
for    me. 


How  I  Got  Him.  What  He  Looks  Like.  What   He    Will  Do. 

Jerry  will  come  up  and 
put  his  head  on  my  shoulder. 

He  likes  sugar,  and  he 
knows  how  to  ask  me   for  it. 

He  comes  to  the  back  door 

and    whinnies. 

Outline  by  Topics — I.     Topics  expressed  in  sentences;  (Good  for  outlining 
stories.) 

The  Story  of  the  Flood. 

I.     (showing  main  headincs  only.) 

God  decides  to  destroy  the  world  by  a  flood. 


Wliat  He  Looks  Like. 

Jerry  just  comes  up  to  my 
chin. 

He  is  spotted  brown  and 
white. 

His  tail  reaches  almost  to 
the  ground. 


I. 
II. 


Introduction 

Noah,  under  God's  directions,  prepares  for  the  flood. 


226  GRAMMAR  AND  COMPOSITION — EIGHTH   YEAR. 

III.  The  flood   lasts   over  a   year,   df'stroying   every   living  thing  outside 
Noah's  ark. 

IV.  When  the  dry  land  appears,  Noah,  his  family,  and  the  animals  leave 
the  ark. 

V.    Conclusion :    The  Lord   vows   never  again   c"    '-"r'^e  the  around   fo» 
jian's  sake. 

2.      (showing   SUBORDINATE   HEADINGS.) 

I.     Introduction :    God  decides  to  destroy  the  world  by  floou. 

A.  Noah  is  a  just  man. 

B.  The  rest  of  the  world  is  wicked. 

C.  God  decides  to  destroy  the  world  by  flood. 

II.     Noah,  under  God's  directions,  prepares  for  the  flood. 

A.  Noah  makes  an  ark. 

B.  Noah,  with  his   family  and  some  of   every  kind  of  anima'l, 
enters  the  ark. 

III.  The  flood  lasts  over  a  year. 

A.  The  rain  falls  for  forty  days  and  nights,  covering  the  moun- 
tains and  drowning  every  living  creature  outside  the  ark. 

B.  The  waters  recede  until  the  ark  rests  on  the  mountains  of 
Ararat. 

C.  Finally  dry  land  appears. 

IV.  Noah,  his  family,  and  the  animals  leave  the  ark. 
V.     Conclusion : 

A.  Noah  makes  a  burnt  off'ering  to  the  Lord. 

B.  The  Lord  vows  never  again  to  curse  the  ground  for  man'» 
sake. 

II.    Topics  Expressed  in  Phrases. 
The  Noun. 
I.     Definition  of  a  noun. 
II.     Uses  of  nouns  in  the  sentence: 

A.  As  essential  element. 

B.  As  adjunct. 

C.  As  independent  element. 

III.  Classification  of  nouns  : 

A.  Common  nouns. 

B.  Proper  nouns. 

IV.  Capitalization  of  nouns  : 

A.  Proper  nouns  to  be  capitalized. 

B.  Common  nouns  of  nationality  and  race  to'  be  capitalized. 

C.  Names  of  days  of  the  week,  of  holidays,  of  months,  of  sec- 
tions of  the  country  to  be  capitalized. 

D.  Names    of    the    seasons,    studies,    and    diseases    not    to    be 
capitalized. 

V.     Spelling  of  nouns  : 

A.  Plural  forms  of  nouns. 

B.  Possessive  forms  of  nouns. 

First  Month. 
Grammar — I.  Classification  of  the  sentence  according  to  form:  Compound 
sentence, — two  or  more  single  sentences  joined  in  one  (review)  ;  simple  and  com- 
plex sentences;  clauses  (review),  principal  and  subordinate  clause.  II.  In  general, 
ideas  of  coordination  and  subordination.  III.  Analysis  of  sentences:  compound 
sentences,  steps  (i)  classification,  (2)  separation  into  the  single  sentences  of 
which  it  is  composed,  (3)  analysis  of  each  separate  sentence  separately, — first 
classifying  it  and  then  giving  essential  elements;  complex  sentence,  steps,  (i) 
classification,  (2)  principal  clause  and  subordinate  clause  (or  clauses),  (3) 
essential  elements  (of  the  principal  clause).  IV.  Special  drill:  on  ideas  of 
coordination  and  subordination;  on  unity  of  compound  and  complex  sentence; 
on  use  of  complex  sentence  (to  avoid  and's,  but's,  etc.). 


GRAMMAR   AND   COMPOSITION — EIGHTH    YEAR.  227 

Habits  of  Speech — Drill  on  errors  noted  for  earlier  grades  as  needed, — 
especially  distinct  enunciation  of  final  g's,  t's,  d's,  pronunciation  of  short  vowels, 
croublesome  verb  and  pronoun  forms;  (The  correct  use  of  lie,  sit,  rise  should 
have   been   fixed)  ;    "governo/'^   "government", — never,    "guvner",   "guverment". 

Technicalities  in  Writing — Those  noted  for  earlier  grades, — especially 
spelling  of  plural  forms  of  nouns  and  possessive  forms  of  nouns  and  pronouns. 
Add  :  Form  of  outline,  verv  simple,  showing  main  ideas  only,  these  indicated  by 
numerals  (Roman  or  Arabic);  straight  marginal  lines;  topics  indented  half 
an  inch  from  the  numeral;  first  word  and  proper  nouns  in  topics  capitalized. 

Composition,  Oral  and  Written— Special  Aims :  Unity  of  sentence,  com- 
plex and  compound;  analysis  of  the  thought  of  a  well-written  paragraph  (some 
from  geography,  history,  etc.),  for  the  main  ideas. — these  coordinate  with  each 
other.  Kinds:  Outlines  (for  the  present)  showing  only  main  topics,  of  para- 
graphs studied  in  history,  geography,  reading,  and  of  topics  connected  with  some 
class  work  (especially  grammar  topics, — as,  "nouns",  "pronouns",  "kinds  of 
sentences",  etc.);  paragraphs:  incidents,  explanations  (including  written  an- 
alysis of  sentences,  using  some  of  the  students'  own  sentences),  a  few  de- 
scriptions; a  friendly  letter. 

Prose — The  Great  Stone  Face  (Hawthorne) 

Poetry — Herve  Riel  (Browning),  *Opportunity  (Edward  Roland  Sill), 
The  Wonderful  One-Hoss  Shay  (Holmes). 

Picture — Dance  of  the  Nymphs — Corot. 

Second  Month. 

Grammar — I.  Adjuncts:  i.  Review  essential  elements.  2.  Adjuncts  of  the 
2ssential  elements  (adjuncts  as  wholes),— (i)  What  does  the  word  or  group 
of  words  do  in  expressing  the  thought  of  the  sentence?  (2)  What  therefore 
is  it  added  to?  (3)  classification  of  adjuncts  according  to  the  parts  of  speech 
they  are  added  to, — adjective  and  adverb  adjuncts;  use  (a)  of  adjective  adjuncts 
(to  describe,  to  designate  what  particular  person  or  thing  is  meant,  to  give  inter- 
esting or  significant  information,  to  tell  how  many,  etc.)  (b)  of  adverb  adjuncts, 
(to  express  time,  place,  manner,  degree,  result,  cause,  etc.)  ;  (4)  classification  of 
adjuncts  according  to  form, — ^^word,  phrase,  clause  adjuncts.  3.  Position  of 
adjuncts  (clearness).  4.  Analysis  of  sentences, — steps,  (i)  classification  (Re- 
member steps  in  analyzing  compound  and  complex  sentences),  (2)  essential 
elements,  (3)  adjuncts  of  the  essential  elements.^  H.  Special  drill:  on  adjective 
adjuncts  that  designate  a  certain  person  or  thing,  that  describe  merely;  that 
give  interesting  or  important  information;  on  adverb  adjuncts  that  express  time, 
place,  manner;  on  position  of  adjunct  for  clearness  in  the  sentence,  for  variety 
in  the  beginning  and  the  end  of  sentences,  especially  consecutive  sentences. 

Habits  of  Speech — Add:  Agreement  of  verb  with  its  subject  when  a  sub- 
stantive of  different  number  intervenes, — for  example,  "One  of  his  tonsils  is 
diseased",  not,  "are  diseased",  and  "The  new  regulations  for  the  game  of 
football  are  better  than  the  old",  not,  "is  better";  use  of  therefore  and  hence 
in  reasoning, — as  in  the  analysis  of  sentences ;  "adverbial", — never,  "adverbal". 

Technicalities  in  Writing — Review  rules  for  capitalizing  nouns,  with  any 
new  ones  needed.  Add :  Use  of  semi-colon  to  separate  the  smgle  sentences  of 
a  compound  sentence  joined  by  therefore,  hence,  so,  then;  spelling:  "adverbial." 

Composition,  Oral  and  Written — Special  Aims :  _  Continue  to  work  for 
unity  of  sentence  and  for  insight  into  the  plan  (organization)  of  well-written 
paragraphs  through  finding  the  main  ideas.  Add :  variety  in  the  beginning 
and  the  end  of  sentences.  Kinds :  Outlines,  showing  only  main  topics 
\o  be  used  in  both  ^speaking  and  writing;  outlines  of  grammar  topics, — for 
review ;  paragraphs :  written  analysis  of  sentence  (some  of  the  sentences^  to  be 
taken  from  the  pupils'  own  work),  explanations  of  processes  and  opinions, 
using  the  words  so,  then,  therefore,  hence,  properly;  narratives  and  descriptions, 
with  special  attention  to  using  adjuncts  well;  a  business  letter. 

Prose — None. 


228  GRAMMAR  AND  COMPOSITION — EIGHTH   YEAR. 

Poetry — The  Merchant  of  Venice  or  Julius  Caesar  (*Parts)   (Shakespeare). 
Picture — Woman  Churning — Millet. 

Third  Month. 

Grammar — I.  Word  adjuncts:  i.  Adjectives  (i)  definition,  (2)  uses  in  the 
sentence  (3)  special  emphasis  on  use  as  predicate  attribute,  (4)  comparison, 
proper  use  of  comparative  and  superlative  degrees.  2.  Adverbs,  (i)  definition, 
(2)  form  (not  all  words  in  ly  are  adverbs),  (3)  never  used  as  predicate  at- 
tribute (or  predicate  attribute  of  the  object),  (4)  adjectives  never  added  to  ad- 
verbs, (s)  comparison.  3.  Nouns  and  pronouns,  (i)  possessive  modifiers,  pos- 
sessive case  (spelling),  (2)  appositive,  case  of  pronoun  used  as  appositive,  (3) 
adverbial  substantive,  (including  indirect  object),  objective  case  of  the  pronoun 
in  this  construction.  (The  adverbial  substantive,  except  indirect  object,  may 
well  be  omitted,  especially  if  the  words  like,  near,  next,  etc.  are  considered 
prepositions).  II.  Compound  word  adjuncts  (series).  III.  Picking  out  word 
adjuncts  in  the  sentences  and  analyzing  sentences.  IV.  Special  drill:  on  use  of 
adjective  after  copulative  verbs  look,  smell,  feel,  etc.;  on  use  of  comparative 
and  superlative  degrees;  on  words  in  ly,  some  adjectives  and  some  adverbs;  on 
appositives,  to  get  facility  in  the  use  of  this  very  desirable  construction,  which 
elementary  pupils  will  not  use  unless  they  are  trained  to. 

Habits  of  Speech — Add:  Elimination  of  those,  these  kind;  of  adverb  used 
as  predicate  attribute, — as,  "She  looked  beautifully  last  night";  of  adjective  added 
to  adverb, — as,  "real  pretty";  of  "zuors^r"  and  any  other  double  comparative  or 
superlative;  "He  is  the  stronger  of  the  two  boys", — not,  "strongest  of  the  two" ; 
and  other  misuses  of  degree  forms;  proper  use  of  good  and  ivell;  most  and 
almost. 

Technicalities  in  Writing — Add :  Commas  to  set  ofif  appositive  adjuncts, 
to  separate  the  members  of  a  series  (compound  elements)  except  when  all  the 
members  are  joined  by  coordinate  conjunctions;  form  of  outline  when  there 
are  sub-topics  under  the  main  in  topics ;  spelling :  too. 

Composition,  Oral  and  Written — Special  Aims  :  Those  suggested  for  pre- 
ceding months;  in  addition,  analysis  of  a  series  of  well-written  paragraphs 
(some  from  geography,  history,  reading,  etc.)  to  find  the  subordinate  as  well 
as  the  main  ideas  and  to  get  a  deeper  insight  into  coordination  and  subordination; 
variety  in  the  use  of  words,  particularly  adjectives  and  adverbs;  substitutes  for 
good,  bad,  large,  long,  awful,  nice.  Kinds  :  Outline  for  single  paragraphs  and 
a  series  of  paragraphs, — the  longer  outlines  not  to  be  used  for  the  pupils'  own 
written  composition;  paragraphs:  written  analysis  of  sentences;  narratives  and 
descriptions,  with  special  reference  to  definite,  descriptive  adjectives  and  ad- 
verbs ;  a  friendly  letter. 

Prose — None. 

Poetry — The  Merchant  of  Venice  or  Julius  Caesar  (continued),  *If, 
(Kipling). 

Picture — The  Puritan — St.  Gaudens. 

Fourth  Month. 

Grammar — I.  Phrase  adjuncts.  i.  Prepositional  phrase,  (1)  preposition 
(definition),  (2)  use  of  at,  to,  in,  into,  (3)  objective  rase  of  pronouns  {me,  him. 
her,  them,  whom)  used  after  prepositions  (Trouble  comes  in  compound  object 
of  preposition).  2.  Like,  to  be  used  as  the  first  word  in  a  phrase,  never  ihe  first 
word  in  a  clause  (In  some  grammars  like  is  called  a  preposition).  3.  Participial 
phrases:  (i)  participle,  definition,  form;  (2)  participial  phrase.  (By  using  sen- 
tences as  models  train  pupils  to  use  the  participial  phrase;  for  example, 
"Suddenly  spying  the  blue  coat  of  a  policeman,  Joe  sped  down  the  street  and 
disappeared  around  a  corner",  and  "As  the  policeman  appeared  in  the  alley, 
Joe  ducked  behind  an  ash  barrel,  thus  escaping  an  unpleasant  interviczv" ;  (3) 
clearness  of  reference  of  participial  phrase  (Avoid  the  "dangling  participial 
phrase"  that  is,  one  that  is  not  clearly  attached  to  some  substantive).  4.  Com- 
pound phrase  adjuncts  (series).  5.  Some  analysis  of  sentences  and  of  phrase 
adjuncts.     II.  Special  drill:  on  pronouns  in  compound  objects  of  prepositions; 


% 


GRAMMAR   AND   COMPOSITION — EIGHTH    YEAR.  229 

on  use  of  participial  phrases, — giving  pupils  some  facility  in  their  use  and  in  the 
avoidance  of  the  dangling  phrase, — especially  at  the  beginning  of  the  sentence. 

Habits  of  Speech — Add:  Elimination  of  nominative  case  used  as  object  of 
preposition  (including  like)  ;  proper  use  of  at,  to,  in,  into ;  different  from, — not, 
different  than  or  to;  "Walking  down  the  ^street,  he  saw  a  fire", — not,  "Walking 
down  the  street,  a  fire  was  seen";  in  general,  elimination  of  dangling  participles; 
"participial"   (when  the  adjective  not  the  noun  is  meant), — not,  "participal". 

Technicalities  in  Writing — Add:  Comma  to  separate  the  coordinate  mem- 
bers in  a  series  of  phrase  adjuncts;  comma  to  set  off  a  participial  phrase  adjunct 
of  the  subject,  coming  before  the  subject  or  after  the  predicate;  spelling:  to, 
too,  tzvo, — fixed;  rules  for  dropping  silent  e  before  suffixes  ing  and  ed  and  for 
doubling  single  final  consonant  preceded  by  a  single  vowel  of  monosyllables  and 
words  accented  on  the  last  syllable  before  these  suffixes ;  participial,  when  the 
adjective  is  meant. 

Composition-  Oral  and  Written — Special  Aims :  Add  variety  in  the  be- 
ginnings and  ends  of  sentences  and  in  words.  Kinds:  Outlines  (By  means  of 
outlines  review  grammar  topics);  paragraphs:  written  analysis  of  sentences, 
explanations  of  processes  and  opinions ;  dialogues,  dramatic  and  narrative, 
using  pronouns  as  objects  of  prepositions;  a  business  letter. 

Prose — A  Christmas  Carol,  The  Cricket  on  the  Hearth  (Dickens),  Review 
"Gettysburg  Address". 

Poetry — A  Christmas  Hymn  (Alfred  Dommett,  in  Open  Sesame  H),  Ring 
Out,  Wild  Bells   (Tennyson),  Review,  "Oh,  Captain,  My  Captain." 

Picture — Sistine  Madonna — Raphael. 

Fifth  Month. 

Grammar — I.  Clause  adjuncts:  i.  Adjective  clause,  (i)  use  of  (See  second 
month),  (2)  position,  (3)  conjunctive  pronoun,  who,  which,  that,  what,  (4) 
the  proper  use  of  these, — who  to  refer  to  persons  only,  zvhich  not  to  refer  to 
persons,  that  to  refer  to  either  persons  or  things,  what  not  to  be  used  when  the 
antecedent  is  expressed,  (5)  case  forms  who,  whom,  (6)  conjunctive  adverbs 
(may  be  omitted),  (7)  changing  adjective  clauses  into  phrases  and  the  reverse. 
2.  Noun  clause  (i)  uses  in  the  sentence, — not  always  an  adjunct,  (2)  when  used 
as  subject  or  predicate  attribute,  should  be  introduced  by  that  (Other  uses  may 
be  omitted).  3.  Compound  adjective  clause  adjunct.  4.  Some  analysis  of  sen- 
tences and  clauses.  II.  Special  drill :  on  proper  use  and  base  form  of  conjunctive 
pronouns ;  on  clianging  clauses  to  phrases  and  the  reverse,  for  variety  in  sen- 
tence construction. 

Habits  of  Speech — Add :  Elimination  of  such  expressions  as  "the  dog  who", 
"the  man  which",  "the  hook  what". 

Technicalities  in  Writing — Add :  Comma  to  separate  the  coordinate 
members  in  a  series  of  clauses;  spelling:  plurals  of  figures,  signs,  words, 
letters,  etc. 

Composition,  Oral  and  Written — Special  Aims : — Same  as  for  preceding 
months.  Add :  Variety  in  type  of  sentence  used,  through  changing  simple  to 
complex  sentence  by  expanding  phrase  into  clause,  and  complex  into  simple  by 
condensing  clause  into  phrase.  Kinds:  Outlines;  (Outline  grammar  topics, 
as  "Phrase  Adjuncts",  "Adjective  Clause",  etc.);  paragraphs:  written  analysis 
of  sentences:  descriptions  and  narratives,  with  special  effort  to  use  adjective 
clauses  effective;  a  friendly  letter. 

Prose — The  Man  Without  a  Country  (Hale),  *Liberty  and  Union  (Webster, 
from  the  "Reply  to  Hayne"). 

Poetry — *My  Native  Land  (Scott),  *America  (Sidney  Lanier,  from  "Cen- 
tennial Hymn"),  Old  Ironsides   (Holmes). 

Picture — The  Horse  Fair — Rosa  Bonheur. 

Sixth  Month. 

Grammar — I.  Adverb  clauses:  (i)  of  time;  subordinate  conjunctive  words 
expressing  time,  when,  whenever  as,  after,  before,  while,  until,  since ;  the  mean- 
ing and  proper  use  of  until, — suggests  continuation  up  to  a  certain  time;   (The 


,^30  GRAMMAR  AND  COMPOSITION — EIGHTH   YEAR. 

distinction  between  subordinate  conjunctions  and  conjunctivfc  adverbs  may  be 
taught,  but  is  not  essential);  (2)  of  place:  subordinate  conjunctive  words  ex- 
pressing place,  where ^  wherever,  whence,  whither,  (The  last  two  are  not  likely 
to  be  used  by  boys  and  girls  and  may  be  disregarded);  (3)  of  manner: 
subordinate  conjunctive  words  expressing  manner,  as,  as  if  (never,  like)  ;  (4) 
of  degree:  conjunctive  words  expressing  degree,  as,  than,  that.  II.  Compound 
adverb  clauses.  III.  Some  analysis  of  adverb  clauses  and  of  sentences.  IV. 
Special  drill:  on  the  use  of  until  and  as  if;  on  changing  adverb  clauses  to 
phrases  (participial  phrases)  and  the  reverse,  for  flexibility  and  variety  in 
sentences. 

Habits  of  Speech — Add :  Elimination  of  wrong  case  form  after  as,  than, 
and  of  the  use  of  like  for  as  if;  "We  drove  six  miles  before  we  came  to  the 
river", — not,  "We  drove  six  miles  until  we  came  to  the  river" ;  "rather — than", — 
never,  "rather — as". 

Technicalities  in  Writing — Add :  Comma  to  separate  coordinate  members 
in  a  series  of  adverb  clauses. 

Composition,  Oral  and  Written — Special  Aims :  In  addition  to  those  al- 
ready noted,  work  for  variety  and  accuracy  in  use  of  subordinate  conjunctive 
words.  (But  coordinate  subordinate  clauses  should  begin  with  the  same  con- 
junctive word.)  Kinds:  Outline  (See  preceding  months);  paragraphs:  narra- 
tives, making  time  definite  by  time  adjuncts, — word,  phrase,  clause;  explanations 
of  processes,  with  especial  attention  to  time  order ;  descriptions  and  narratives, 
using  comparisons ;  dialogues ;  a  business  letter. 

Prose — *Last  Paragraph  of  the  Second  Inaugural  (Lincoln),  The  Perfect 
Tribute  (Mary  Raymond  Shipman  Andrews),  or  The  Death  of  Lincoln 
(Beecher,  in  Open  Sesame  III),  Greatness  Based  on  Morality  (John  Bright, 
in  Open  Sesame  III). 

Poetry — The  Death  of  Lincoln  (Bryant),  *Parts  of  the  Commemoration 
Ode  (Lowell),  Our  Country  (Frank  S.  Stanton  in  Open  Sesame  III). 

Picture — The  Spirit  of  '76— IV il lard. 

Seventh  Month. 

Grammar — I.  Adverb  clause:  (i)  of  cause  (reason);  subordinate  con- 
junctive words  expressing  cause,  bccau^se,  as,  since,  for;  (2)  of  evidence;  sub- 
ordinate conjunctive  word  expressing  evidence,  for;  (3)  of  condition;  con- 
junctive words  expressing  condition,  if,  unless,  (if  not), — never,  ivithojit,  or 
except;  (4)  of  concession;  conjunctive  words  expressing  concession,  though, 
although;  concession  also  shown  by  omitting  conjunctive  word  and  putting 
copula  before  subject;  as,  "Had  you  planned  your  talk  more  carefully,  your 
hearers  would  have  been  more  interested."  (This  serviceable  type  of  sentence 
is  not  used  by  boys  and  girls,  but  they  can  be  trained  to  use  it.)  2.  Compound 
adverb  clauses.  3.  Change  adverb  clauses  to  phrases  (participial)  and  back 
again.  II.  Some  analysis  of  sentences  and  adverb  clauses.  111.  Special  drill: 
on  the  siguificance  of  the  conjunctive  words;  on  showing  concession  by  omitting 
conjunctive  word,  and  putting  copula  before  subject,  for  variety  and  ease  in 
sentences ;  on  changing  clauses  to  phrases  and  back  again,  for  variety. 

Habits  of  Speech — Add :  "Unless  he  obeys  the  doctor,  he  will  lose  his 
finger", — never,  "Without  (or  except)  he  obeys  the  doctor,  he  will  lose  his 
finger". 

Technicalities  in  Writing — Add :  Comma  before  for  when  it  begins  a 
clause; 

Composition,  Oral  and  Written — Special  Aim  :  Continue  to  work  for  va- 
riety and  accuracy  in  the  use  of  words, — especially  conjunctive  words  (But  co- 
ordinate subordinate  clauses  shouiu  begin  with  the  same  conjunctive  word). 
Kinds:  Outlines,  especially  of  topics  in  grammar  (largely  for  review);  ex- 
planations, especially  of  an  argumentative  character  (trying  to  prove  something, 
but  admitting  or  conceding  what  should  be  said  on  the  other  side)  ;  a  friendly 
letter,  trying  to  persuade  your  father,  mother,  or  some  friend  to  do  something 
or  to  let  you  do  something. 


GRAMMAR  AND  COMPOSITION — EIGHTH   YEAR.  iM 

Prose — The  Message  to  Garcia  (Reading-Lit.  VII),  or  The  Story  of  a 
Stone   (Jordan). 

Poetry — The  Vision  of  Sir  Launfal  (*Parts)  (Lowell),  *Flower  in  the 
Crannied  \yall   (Tennyson). 

Picture — The  Last  Supper — Da-VUici. 

Eighth  Month. 

Grammar — I.  i.  Verbs,  verbals,  verb  phrases:  Review  what  is  already 
known ;  progressive  verb  phrases, — the  proper  use  of  them  (to  show  an  act 
as  going  on)  ;  passive  verb  phrases  (warning  against  their  overuse  in  compo- 
sition) ;  infinitive,  subject  of  infinitive,  objective  case  of  pronoun  used  as  sub- 
ject; gerund  (may  well  be  omitted);  indicative  and  subjunctive  mode,  the  one 
of  fact,  the  other  of  supposition;  use  of  the  subjunctive  form  were  with  /,  he, 
she,  it,  and  singular  nouns  to  express  a  supposition  or  wish  contrary  to  fact. 
2.  Independent  elements  in  the  sentence — especially  (i)  word  of  address 
(No  further  w^ork  on  this  construction  should  now  be  necessary)  ;  (2) 
parenthetic  expressions,  and  perhaps  (3)  the  nominative  absolute.  (This  last  is 
an  awkward  construction  for  young  writers.)  II.  Before  the  end  of  the  year 
there  should  be  a  complete  review,  a  summing  up,  of  the  facts  of  grammar 
studied.  The  outlines  made  throughout  the  year  should  make  this  eas\.  III. 
Special  drill:  on  progressive  verb  phrases;  on  changing  active  verbs  and  verb 
phrases  to  passive — noting  the  loss  in  force,  and  passive  verbs  and  verb  phrases 
to  active — noting  the  gain  in  force ;  and  on  the  use  of  the  subjunctive  were. 

Habits  of  Speech — Add :  "If  I  zvere  you", — never,  "If  I  was  yOu" ,  "I  7i'ish 
he  were  here", — never,  "/  wish  he  zcas  here". 

Technicalities  in  Writing — Add:  Comma  to  set  ofif  independent  elements; 
comma  (rarely  exclamation  mark)  to  set  off  semi-exclamatory  expressions. 

Composition,  Oral  and  Written — Special  Aims:  l.  For  accuracy,  to  use 
progressive  verb  phrases  when  action  is  to  be  shown  as  going  on;  for  force, 
to  use  active,  rather  than  passive  verb  phrases;  for  style,  to  use  the  subjunctive 
mode  to  express  supposition  or  wish  contrary  to  fact.  2.  To  show  in  oral  and 
written  composition  some  mastery  of  the  principles  of  correct  and  effective  ex- 
pression studied  in  the  course.  Kinds  :  Outlines, — especially  ot  grammar  topics ; 
paragraphs  :  narratives,  explanations,  descriptions ;  dialogues ;  a  business  and  a 
friendly  letter.    This  last  month  should  be  a  real  test  in  composition. 

Definite  Results  to  be  Attained  at  End  of  Eighth  Year:  MiiiiuuDu 
results  required  from  pupils  for  gradu£.tion  from  the  eighth  grade: 

Ability  to  give  a  well-planned  talk  of  two  or  three  minutes  on  a  familiar 
subject,  and  to  stick  to  the  point,  speaking  distinctly. 

Absolute  mastery  of  the  sentence,  as  far  as  marking  correctly  the  beginning 
and  the  end. 

The  habit  of  spelling  the  possessive  forms  of  nouns  and  pronouns  correctly. 

Mastery  of  the  form  of  friendly  and  business  letter,  and  of  the  form  of 
the  paragraph. 

Elimination  of  the  double  negative,  and  of  the  grosser  errors  in  the  use 
of  verb  forms  and  pronouns. 

'Additional  Results  that  Should  be  Attained:  The  habit  of  putting  a 
comma  between  the  members  of  a  compound  sentence,  joined  by  a  coordinating 
conjunction,  and  between  the  members  of  a  series. 

Ability  to  punctuate,  and  capitalize  quotations,  and  to  paragraph  dialogue 
correctly. 

Ability  to  speak  interestingly  for  two  or  three  minutes,  to  write  an  inter- 
esting  paragraph  of  zvell-constmcted  sentences,  showing  some  knowledge  of  the 
simpler  means  by  which  effects  are  produced. 

Some  power  in  the  use  of  words,  a  distinct  feeling  for  definiteness,  variety, 
and  accuracy. 

The  desire  and  ability  to  spell  these  words  correctly. 


2^2  ARITHMETIC — EIGHTH    YEAR. 

Prose — Choice  of  Wonder  Book  and  Tanglewood  Tales  (Hawthorne,  Greek 
Heroes  (Kingsley),  Adventures  of  Ulysses  (Lamb),  The  Odyssey  (Palmer's 
Translation). 

Poetry — Ulysses  (Tennyson),  *The  Chambered  Nautilus  (Holmes),  *To  a 
Dandelion    (Lowell),  *For  a'  That    (Burns). 

Picture — By  the  River — Lcrollc. 


ARITHMETIC. 

Aim — The  aim  of  arithmetic  in  the  schools  is  not  merely  to  give  expertness 
in  the  various  arithmetic  processes.  It  is  quite  as  much  to  lead  the  student 
habitually  to  consider  quantitative  relations  in  his  environment,  to  develop  his 
mathematical  sense,  so  that  he  will  readily  proportion  means  to  ends  in  the 
practical  affairs  of  life.  The  various  processes  should  therefore  be  taught 
objectively  with  material  drawn  from  the  environment,  and  the  best  problems 
are  those  that  kindle  his  interest  by  dealing  with  the  facts  of  his  experience  or 
of  his  other  school  studies.  The  arithmetic  class  is  a  place  for  instruction — 
not  merely  for  testing  and  lesson-hearing.  The  principal  use  of  the  textbook 
is  to  furnish  additional  problems  after  the  "local"  problems  are  exhausted. 

The  arithmetic  of  this  year  deals  with  mensuration.  A  knowledge  of  the 
elements  of  geometry  is  necessary;  this  knowledge  may  be  gained  experimental- 
ly by  drawing  and  measuring;  by  paper  cutting  and  folding;  by  applying  one 
figure  to  another.  Pupils  -should  be  provided  with  a  ruler,  compasses,  and 
semi-circular  protractor  of  brass,  horn  or  card  board.  An  accurate  diagram 
drawn  to  a  scale  should  be  made  of  all  problems  that  admit  of  it.  The  various 
rules  of  mensuration  should  be  developed  inductively  from  actual  measurement 
of  objects.  They  should  be  expressed  in  formulas.  Simple  algebraic  processes 
should  be  taught  as  they  are  needed  in  the  development  of  formulas.  Pupils 
should  keep  a  notebook  in  which  they  record  the  truths  discovered  from  day 
to  day,  and  the  definitions  of  geometric  terms.  If  pupils  are  accurate  and  fairly 
rapid  in  computation  it  is  often  best  to  have  the  mode  of  solving  clearly  de- 
scribed without  completing  the  computation  itself. 

Strong  classes  led  by  strong  teachers  can  do  all  the  work  outlined.  Others 
may  omit  part  or  all  of  the  work  marked  "Optional".  It -is  better  to  have  the 
regular  work  thoroughly  mastered  than  to  do  it  all  in  superficial  fashion.  Too 
many  pupils  are  pushed  into  the  seventh  and  eighth  years'  work  before  the 
work  of  the  fifth  and  sixth  years  is  fairly  well  done. 

The  construction  work  is  of  high  value,  not  merely  because  of  the  value 
of  the  facts  and  processes  involved  but  also  because  it  is  the  very  best  sort 
of  manual  training. 

The  many  formulas  of  mensuration  offer  opportunity  to  give  the  pupils  ex- 
perience with  the  use  of  letters  to  represent  numbers  and  practice  in  substituting 
in  formulas.  Teachers  who  have  studied  elementary  algebra  can  find  inter- 
esting and  valuable  problem  material  in  other  formulas  from  geometry  and 
physics.    Examples  of  this  kind  can  be  found  in  any  modern  elementary  algebra. 

ALTERNATION — The  eighth  year  arithmetic  is  to  be  studied  during  the  school  year 
1919-^0,    and   each   alternate   year    thereafter. 

First  Month. 

Construction — Different  kinds  of  angles.  A  right  angle  by  paper  folding. 
Mode  of  drawing  an  accurate  square.  Method  of  drawing  parallels  by  sliding 
a  card  along  a  ruler.  Properties  of  the  rectangle,  rhomboid,  and  other  quadri- 
laterals, different  kinds  of  triangles.  Properties  of  the  isosceles  triangle.  With 
compasses  and  ruler  bisect  a  line,  draw  a  perpendicular  to  a  line,  bisect  an  angle. 

Long  Measure — Review  the  tables. 

Areas — Build  rectangles  of  inch  squares  until  the  rectangle  is  clearly 
imaged  as  made  of  rows  of  unit  squares.  Distinguish  principle,  rule,  formula. 
Develop  formula  for  area  of  rectangle,  rhomboid,  triangle,  trapezoid,  and  solve 
many  problems  dealing  with  plots  of  ground,  sidewalks,  etc. 

Mechanics  Rules — Calculate  area  of  windows,  blackboards,  wainscot,  and 


ARITHMETIC— EIGHTH    YEAR.  233 

plaster  in  the  walls  of  the  school  room.  Find  the  cost  of  the  blackboard  at 
30  cents  per  square  foot;  of  the  plastering  at  30  cents  per  square  yard  with 
no  allowance  for  doors  and  windows.  Cost  of  calcimining  the  walls  and  ceil- 
ing, two  coats,  at  $4  a  square.  (A  square  is  10'  X  10'.)  Cost  of  papering 
school  room  at  15  cents  per  roll  and  6  cents  per  yard  for  border.  Make  no  al- 
lowance for  openings  and  count  3  rolls  for  100  square  feet.     Why? 

Optional — The  Metric  System — Its  history,  the  measurement  of  the  me- 
ridian. Make  a  meter-stick  or  a  meter-tape  out  of  a  ribbon  of  tough  paper, 
making  its  length  3  feet,  3  inches,  and  3  eighths  (of  an  inch)  ;  subdivide  care- 
fully into  tenths  and  hundredths.  Make  a  cubical  vessel  of  stiff  paper,  capacity 
one  liter,  (length  of  side  one  decimeter,  or  s'^Yie  inches).  Pupils  should  con- 
struct many  geometric  forms  and  calculate  many  areas  and  volumes  in  metric 
units.  Later  teach  that  the  legal  equivalent  of  the  meter  is  39-37  inches ;  of 
the  gram,  15.43^  grains.  Teach  approxiimate  equivalents  of  the  leading  metric 
units.     Should  the  metric  system  be  adopted  by  the  United  States? 

Second  Month. 

Carpeting — Show  how  to  compute  the  waste  in  matching  by  comparing  the 
width  of  the  room  with  the  number  of  strips  needed,  the  length  of  the  room 
with  the  length  of  the  design. 

Measurement  of  the  Circle — Define  terms :  circle,  circumference,  radius, 
diameter,  arc,  chord,  sector,  quadrant,  segment,  etc.  Distinguish  between  a 
degree  of  arc  and  a  degree  of  angle.  Find  ratio  of  circumference  to  diameter 
by  measuring  circumference  and  diameter  of  cylindrical  bodies,  dividing  and 
averaging  quotients.  Call  this  ratio  "tt  (pi).  Use  3^^  as  its  value  in  rough 
calculation.  Develop  formula  for  area  of  circle  by  dividing  the  circle  into  16 
equal  sectors  and  fitting  them  together  as  to  form  a  rhomboid  "TTr  X '' = '^'^• 
Show  that  the  circle  is  approximately  Wu  of  the  circumscribed  square.  Measure 
many  circumferences  and  compute  diameters  and  areas. 

Translate  the  rules  for  finding  one  dimension  of  a  rectangle  when  the  area 

A  A 

and  the  other  dimension  are  given  into  the  formulas    a  = ,  and  b  =  . 

b  a 

Likewise  for  the  triangle  and  the  trapezoid. 

Optional — ^Metric  Measures.  Calculate  in  metric  units  cost  of  blackboard 
one  meter  wide  at  35c  per  square  meter.  Other  costs  per  square  rneter  as 
follows:  plastering  at  35c;  painting  inside  and  out  at  24c;  calcimining  at 
38c;  shingling  at  55c;  slating  roof  at  $1.20. 

Optional — Teach  how  to  solve   for  x  such  equations   as  3.r  =:  12,   ax  ==  b. 

ltd' 

Substitute  in  formulas,  such  as  s  ^=  iCxif,  (falling  bodies),  and  H.  P.  ^= 

.2.5 
(horsepower  of  certain  type  of  gasoline  engine  with  n  cylinders,  each  d  inches 
in  diameter).     Find  other  useful  formulas. 

Mode  of  drawing  an  equilateral  triangle,  a  regular  hexagon.  Make  or  buy  a 
semicircular  protractor  and  use  it  in  measurement  of  angles. 

Third  Month. 

Similar  Figures — Develop  principles  of  ratio  and  simple  proportion.  Com- 
pare a  triangle  with  others  whose  sides  are  respectively  2,  3,  4  and  5  times  the 
sides  of  the  first  triangle.  Show  (i)  that  the  triangles  are  mutually  equi- 
angular, measure  the  angles  with  a  protractor)  ;  (2)  that  their  correspondiiig 
sides  are  proportional;  (3)  that  the  ratio  of  their  areas _  equals  the  ratio  of 
the  squares  of  the  corresponding  sides.  Show  that  principle  (3).  namely.  In 
similar  figures  the  area-ratio  is  the  square  of  the  _line-ratio,_  applies  to  squares, 
circles,  and  other  similar  plane  figures.  Calculation  of  heights  and  distances 
through  the  properties  of  the  similar  triangles. 

Land  Surveying — Teach,  if  possible,  with  a  surveyor's  chain.  Study  in 
detail  our  system  of  rectangular  surveys.  Description  and  area  of  various 
tracts.     Problems  in  rainfall  per  acre,  irrigation,  crop  yield,  and  wire  fencing. 

Optional — Construction — Using    the    protractor,     draw    regular    octagons, 


234  ARITHMETIC — EIGHTH    YEAR. 

pentagons,  heptagons,  etc.  Draw  stars  with  5,  6,  7,  8  points.  Make  colored 
designs  for  tiling  with  hexagons ;  octagons,  and  squares ;  hexagons  and  triangles. 
Copy  simple  designs  such  as  linoleum  patterns.  Discover  relations  between 
number  of  angles  and  size  of  angles  in  regular  polygons.  Mode  of  drawing  a 
circle  circumscribing  a  square,  a  rectangle,  a  triangle. 

Fourth  Month. 

Cubic  Measure — See  that  rectangular  solids  are  imaged  as  made  up  of 
equal  layers,  composed  of  equal  rows  of  unit  cubes.  Cost  of  excavating  for 
school  house  basement  5  feet  deep  at  40  cents  per  cubic  yard.  Capacity  of  farm 
wagons  and  corn  cribs.  Determine  by  measuring  and  weighing  a  load  of  corn 
just  what  space  a  bushel  of  corn  in  the  ear  fills. 

Prisms  and  Cylinders — Learn  terms  used  in  describing  parts  and  kinds 
of  prisms  and  cylinders.  Have  pupils  make  prisms  and  cylinders  of  stiff  paper 
and  develop  the  method  of  calculating  their  surfaces  and  volumes.  The  volume 
should  be  imaged  as  made  of  layers  each  containing  as  many  cubes  as  there 
are  square  units  in  the  base.  Capacity  of  bins,  tanks,  cisterns.  Verify  and 
learn  the  following  approximate  equivalents.  One  bushel  :=  %  of  a  cubic  foot. 
One  bushel  of  corn  in  the  ear  =  2^  cubic  feet.  One  barrel  =  4  cubic  feet. 
71^  gallons  ^  one  cubic  foot.  A  cistern  8  feet  in  diameter  holds  one  barrel 
for  every  inch  in  depth. 

In  solving  problems  make  first  a  rough  estimate  of  the  capacity  to  compare 
with  the  accurate  result. 

Teach  the  formulas  V  =  'irr'h  for  cylinder,  where  r  is  the  radius  and  h 
the  altitude,  and   V  ^  Bh  for  pyramid  where  B  is  the  area  of  the  base  and  h 

3 

V  sv  3V 

is  the  altitude.     Obtain  the  formulas  h  =:  ;     B  = and  h^~ 

irr'  h  B 

by  translating  the  corresponding  rules. 

Optional — Specific  Gravity — Measure  and  weigh  bricks,  and  regular  blocks, 
of  wood,  stone,  and  metal  and  divide  their  weights  by  the  weights  of  equal 
volumes  of  water.  Give  numerous  problems  involving  the  relation  of  weight 
to  volume.  Solve  simple  equations  as  in  the  second  month.  Easy  multiplica- 
tions with  letters,  as  finding  area  of  rectangle  {a-\-h)  units  long  and  b  units 
wide;  finding  area  of  square  whose  side  is   {a-\-h)   units. 

Fifth  Month. 

Masonry — Calculate  brick  work  by  the  simple  rule.  22j^  bricks  to  a  cubic 
foot.  Stonework  measured  by  the  perch  and  cord  (100  cubic  feet)  ;  wood 
measure. 

Involution — Define  square,  power,  root.  Learn  squares  to  25^  Show 
arithmetically  by  several  examples  that  the  square  of  the  sum  of  two  numbers 
is  the  sum  of  their  squares  plus  twice  their  product.  Show  algebraically 
{a-{-hY  =ia- -\-2ah -\-b^.  Show  the  same  by  geometric  diagrams.  Teach  short 
methods  of  squaring  numbers  ending  in  J^  or  5.  (7^)*  — 8  X  7  +  ^  =  56'4- 
(75)' =  80X70 +  25  =  5625. 

Method  of  finding  product  of  two  numbers  whose  difference  is  an  even 
number.     63X67  =  65^  —  2^  =  4221. 

Square  Root — Teach  square  root  as  the  process  of  finding  one  side  of  a 
square  whose  area  is  known.  Explain  by  using  the  formula  developed  above 
and  illustrate  by  geometric  diagram.  Pay  especial  attention  to  the  square  roots 
of  decimals  and  common  fractions.  See  that  at  the  end  a  good  oral  statement 
of  the  process  is  worked  out  and  memorized.  Teach  mode  of  finding  roots  by 
grouping  factors  of  the  power. 

Optional — State  the  rule  for  finding  the  side  s  of  square  vvhen  area  A  is 

A 
given  as  the  formula  s^^/  A.     Solve  A  =zirr^  for  r,  r=     1^ ;  and  find  the 


i 


ARITHMETIC — EIGHTH    YEAR.  235 

radius   of   a   circle   wihen   the   area   is   given.      Similarly   solve    V^'irr^h    for   r, 
r=z^   ,   and  get  the   radius   of   a  cylinder  when  the  volume   and   altitude 

\        ITh 

are  given. 

Sixth  Month. 

Construction — Teach  by  actual  drawing  and  paper  cutting  that  the  square 
on  the  hypotenuse  of  a  right  triangle  is  equal  to  the  sum  of  the  squares  on  the 
other  two  sides.  Apply  in  numerous  problems.  Memorize  V2  ^1.414  and 
V 3  =  1.732  as  key  numbers  of  the  diagonal  of  a  square  and  the  diagonal  of  a 
cube.  Show  that  if  the  sides  of  a  triangle  are  proportional  to  3,  4,  5,  the 
triangle  is  right-angled.  Use  this  fact  in  constructing  a  right  angle  as  the 
corner  of  the  foundation  of  a  house. 

Lumber  Measure — Teach  the  use  in  building  of  sills,  Joists,  studding, 
rafters,  sheathing,  siding,  lath,  etc.  If  possible  at  any  time  during  the  year, 
visit  a  partially  built  house  to  give  the  lesson. 

Explain  this  form  used  in  the  computation  of  the  various  items  of  a 
lumber  bill. 

Number  of  pieces  X  thickness  X  width  X  length  X  price  per  M. 

12  X  1000 

Calculate  the  cost  of  the  material  for  fences  and  coal  sheds,  at  current 
price  for  lumber. 

Optional — Construction — Draw  the  three  altitudes  of  an  equilateral  triangle. 
Show  that  the  common  intersection  is  twice  as  far  from  any  vertex  as  from  any 
side  measured  and  show  that  the  altitude  of  an  equilateral  triangle  is  .866  of  its 
side;  that  its  area  is  .433  of  the  square  on  its  side.  Express  these  rules  as 
formulas.    Draw  a  square  equal  to  the  sum  of  two  given  squares. 

Seventh  Month. 

P'iKAMiDs  AND  Cones — Make  these  forms  of  stiff  paper.  Calculate  surface- 
area  and  volume  of  the  special  figures  made,  and  develop  general  formulas  for 
base,  slant  height,  lateral  edge,  lateral  surface,  volume  in  terms  of  height  and 
radius,  or  side  of  base.  Show  that  a  triangular  prism  of  wood  or  turnip  can 
be  cut  into  three  equivalent  triangular  pyramids,  and  that  the  paper  cone  holds 
one-third  as  much  dry  sand  as  the  cylinder  of  the  same  base  and  height. 

The  Sphere — Fix  tacks  at  the  center  of  convex  surface  and  flat  surface  of 
a  hemisphere  (half  of  a  croquet  ball)  and  show  that  twice  as  much  waxed  top 
cord  can  be  wound  on  the  convex  surface  as  on  the  flat  surface.  Hence  the 
surface  of  the  sphere  equals  four  times  the  area  of  the  circle  of  equal  radius. 
Show  how  to  find  the  volume  of  the  sphere  by  dividing  sphere  into  spherical 
pyramids  whose  height  is  the  radius  and  whose  total  base  is  the  surface.     Hence 

4'7rr' 
the  volume  equals  ^  of  the  radius  X  surface.  Show  that  the  formula  F  = 

3 

gives  the  same  result. 

Show  that  a  sphere  is  ^  of  a  cylinder  of  the  same  height  and  diameter 
and  that  its  surface  is  ^  of  the  surface  of  such  a  cylinder.  Show  that  the 
cylinder  is  11/14  of  the  cube  of  the  same  dimensions,  and  that  the  sphere  is 
11/^1  of  the  cube.     Review  with  many  miscellaneous  problems. 

Optional — Cube  Root — See  that  the  mode  of  constructing  larger  cubes  out 
of  inch-cubes  is  clearly  imaged.  Teach  cube  root  with  blocks,  but  at  the  end 
secure  a  clear  statement  of  the  figure  process. 

Eighth  Month. 

Ri^viEw — General  review  of  mensuration  and  its  formulas. 

Longitude  and  Time — Find  from  maps  the  longitude  of  many  important 
cities.  Determine  your  local  longitude  from  large  map  of  Illinois.  Difference 
of  longitude  by  subtraction  and  addition.  Show  that  the  earth  rotates  eastward 
through  360°  in  24  hours,  15°   in  one  hour,  1°  in  four  minutes,  etc.     See  that 


236  GEOGRAPHY — EIGHTH   YEAR. 

this  is  clearly  imaged.  Mode  of  determining  longitude  at  sea.  Where  the  day 
begins.     Standard  time  belts. 

The  Calendar — The  three  natural  time  units,  the  solar  year,  the  lunar 
month,  and  the  day.  Attempts  to  adjust  these  for  working  purposes.  The 
Julian  calendar.  Why  ten  days  were  dropped  in  1582.  Present  rule  for  length 
of  legal  year.  Amount  of  annual  error  in  the  present  calendar.  Definition  of 
calendar  month.  Practice  finding  the  interval  between  two  dates  by  subtracting 
dates,  and  by  finding  the  exact  number  of  days. 

Optional — Coinage — Weights  of  our  gold  and  silver  coin.  Alloy.  Coinage, 
value  of  ounce  of  gold ;  of  silver.  Compare  ratio.  History  of  our  coinage. 
English  money  compared  with  Troy  weight.  The  franc  and  reichsmark  com- 
pared with  United  States  money.  Translation  of  price  quotations  into  differ- 
ent money  systems. 


GEOGRAPHY. 

ALTERNATION — Geography  of  the  seventh  and  eighth  years  is  made  to  alternate  in 
country  schools  so  as  to  reduce  the  number  of  recitations  in  the  day's  work.  During 
1918-19  study  seventh  year  geography,  and  during  1919-20  study  eighth  year  geography, 
and  so  continue  to  alternate  from  year  to  year.  For  a  statement  of  the  general  plan  and 
purpose  of  the  course,  and  for  lists  of  books  for  the  teacher  and  for  the  school  library, 
see  the  preface  to  the   outline   for   sixth  yeai    geography. 

Introduction. 

The  first  month  of  the  eighth  year  is  given  to  a  study  of  Mathematical 
Geography.  Asia,  Africa,  and  Australia  are  then  studied,  and  the  course  is 
closed  by  two  months'  work  from  the  standpoint  of  world  geography.  This 
final  study  should  unifj'  the  work  of  the  entire  .course  so  that  pupils  shall  be 
able  to  think  in  terms  of  world  interests. 

A  constant  effort  should  be  made  to  present  the  study  of  these  more  distant 
continents  concretely,  so  that  the  people  and  the  regions  in  which  they  live 
shall  stand  out  as  realities  in  the  minds  of  the  pupils. 

MATHEMATICAL  GEOGRAPHY,  ASIA,  AFRICA,  AND  AUSTRALIA. 
Topics  by  Months. 

I.     Mathematical  Geography. 
IL     Asia  as  a  Whole. 

III.  Countries  of  Southwestern  and  Northern  Asia. 

IV.  Countries  of  Southern  and  Eastern  Asia. 
V.     Africa. 

\T.     Australia.  Islands  of  the  Pacific,  and  Antarctic. 
VII.     Geography  of  the  Great  War. 
VIII.     World  Relations. 

First  Month. 
Mathematical  Geography. 
I. — The  Component  Parts  of  the  Universe. 

1.  The  Stellar  System  including  all  of  the  stars. 

2.  The  Solar  System :  sun ;  eight  planets ;  moon  and  other  satellites ; 
asteroids;  meteors  or  shooting  stars;  comets. 

II. — Definitions. 

Define  and  illustrate  the  following  terms  :  point,  line,  surface,  solid,  plane 
surface,  circle,  circumference,  radius,  diameter,  arc,  ellipse,  foci,  major  axis, 
minor  axis,  earth's  orbit,  plane  of  the  earth's  orbit,  perihelion,  aphelion,  axis, 
north  pole,  south  pole,  equator,  parallel,  meridian,  meridian  circle,  prime 
meridian,  rotation,  revolution,  sphere,  spheroid.  These  definitions  may  be  de- 
veloped as  needed  during  the  progress  of  the  work. 

III. — The  Form  and  Size  of  the  Earth. 

1.  Shape,  diameter,  circumference. 

2.  Proofs  of  the  earth's  shape:  circular  horizon;  section  of  earth's  shadow 
on  the  moon;  ships  at  sea;  circumnavigation  of  the  earth;  altitude  of  stars  and 


GEOGRAPHY — EIGHTH    YEAR.  237 

difference  in  time;  beating  of  the  pendulum;  the  earth's  rotation.     Develop  any 
three  of  these  proofs. 

IV. — Movements  of  the  Earth. 

1.  Define  rotation  and  revolution;  relation  to  time  units. 

2.  Proofs  of  the  earth's  rotation:  rising  and  setting  of  sun  and  stars;  a 
ball  dropped  from  tall  tower;  Foucault  pendulum;  the  earth  as  an  oblate 
spheroid;  circulation  of  atmosphere  and  ocean.  Develop  at  least  the  first  two 
of  these  proofs. 

3.  Proofs  of  the  earth's  revolution:  changes  of  seasons;  apparent  change 
of  position  of  the  constellations.    Develop  the  first  of  these  proofs. 

V. — Inclination  and  Parallelism  of  the  Earth^s  Axis. 

Definition  and  illustration  of  terms;  zones  of  the  earth;  names  and  width 
Qf  each  in  degrees  and  miles;  diagram  of  zones. 

VI. — Length  of  Days. 

Change  in  length  of  longest  day  and  of  shortest  day  from  equator  pole- 
ward throughout  the  year ;  equinoxes ;  solstices. 

VII. — Change  of  Seasons. 

Three  causes  stated  and  explained. 

VIII. — Latitude,  Longitude  and  Time. 

Necessity  of  latitude  and  longitude  for  location  of  places ;  relation  of 
longitude  to  time;  the  standard  time  belts  in  the  United  States. 

Second  Month. 

Asia  as  a  Whole. 
I. — Location  and  Size. 

1.  Extreme  latitudes  and  longitudes;  difference  in  degrees;  length  and 
width  in  miles ;  countries  crossed  by  the  fortieth  parallel ;  countries  wholly 
north  of  this  line;  wholly  south  of  this  line;  number  of  countries  in  Asia; 
countries  crossed  by  the  ninetieth  meridian. 

2.  On  globe  or  world  map  trace  limiting  parallels  of  Asia;  compare  ex- 
tent in  latitude  with  Europe  and  North  America. 

3.  Table  of  continents  giving  area  and  population  of  each ;  use  "round 
numbers";  find  data  in  the  appendix  of  textbook. 

4.  Direction  and  distance  from  other  continents ;  advantages  and  dis- 
advantages of  Asia's  location ;  compare  with  Europe  and  the  Americas. 

II. — Surface  Features. 

I.  Distribution  of  highlands  and  lowlands ;  compare  extreme  altitudes  with 
other  continents ;  great  river  basins  with  principal  rivers ;  compare  length  of 
rivers  with  those  of  other  continents;  use  appendix;  coast  features  and  ad- 
jacent islands. 

III. — Climate. 

1.  Relation  of  continent  to  wind  belts;  westerly  winds  and  cyclonic  storms; 
horse  latitudes;  trade  winds;   doldrums;   monsoons,  defined  and  explained. 

2.  Distribution  of  rainfall  as  influenced  by  wind  belts,  surface  features, 
distance  from  ocean ;  monsoon  influence  fully  discussed. 

3.  Distribution  of  temperature  with  reference  to  latitude,  altitude  and  ocean. 

I V. — Vegetation. 

1.  Distribution  of  forests,  temperate  and  tropical;  grasslands,  steppes  and 
savannas ;  deserts,  cold  and  hot. 

2.  Relation  of  vegetation  zones  to  rainfall  and  to  distribution  of  population. 

V. — Animal  Life. 

Make  a  list  of  ten  or  more  native  wild  animals;  find  pictures;  describe 
form  and  habits  of  each. 

Note — In  all  this  work  outline  maps  to  be  filled  in  by  the  pupils  may  be 
used  to  good  advantage. 


238  GEOGRAPHY — EIGHTH   YEAR. 

Third  Month. 

Countries  of  Southwestern  and  Northern  Asia. 

I.  Countries  for  study.  Turkey  in  Asia,  Arabia,  Persia,  Afghanistan, 
Russia  in  Asia.    Locate  on  map  and  color  on  an  outline  map  of  the  continent. 

II.  Use  textbook  and  supplementary  readers.  Use  work  of  previous  month 
as  a  basis;  study  these  countries  with  reference  to  the  life  of  the  people,  and 
their  occupations.  Compare  the  agriculture,  mining,  manufacturing,  commerce, 
and  methods  of  transportation  with  Europe  and  North  America.  Give  attention 
to  Palestine,  its  significance  in  history,  and  its  position  in  the  World  War. 

III.  Write  list  of  ten  or  more  cities  from  the  entire  group,  and  study  the 
advantages  and  disadvantages  of  each ;  compare  with  cities  similarly  located 
in  other  countries. 

Fourth  Month. 
Countries  of  Southern  and  Eastern  Asia. 

I.  Countries  for  study.  India,  Ceylon,  countries  of  Southeastern  Asia, 
China,  Japan,  and  Chosen  (Korea).  Locate  on  map  and  color  on  same  out- 
line map  as  for  third  month. 

II.  Use  textbook  and  supplementary  readers  freely.  Study  as  in  third 
month. 

III.  List  twenty  or  more  cities  from  the  entire  group,  and  study  as  in 
the  previous  month. 

Fifth  Month. 
Africa. 
Africa  is  so  situated  that  the  operation  of  geographic  factors  is  very  clearly 
shown.  The  following  list  of  questions,  supplemented  by  other  problems  sug- 
gested by  teacher  and  pupils  may  furnish  the  basis  of  the  month's  work.  The 
study  calls  for  full  and  free  use  of  textbook,  atlas,  supplementary  readers,  pic- 
tures, and  outline  maps  to  be  filled  in  by  the  pupils.  Each  topic  should  have 
full  discussion  based  on  all  the  references  and  maps  available. 

I.  Why  is  Africa  called  the  "plateau  continent"? 

II.  Why  did  explorers  in  North  America  find  it  so  easy  to  reach  the 
interior  of  the  continent,  and  those  of  Africa  find  it  so  difficult? 

III.  Why  does  Africa  have  no  extensive  cold  deserts? 

IV.  Why  does  the  Sahara  extend  entirely  across  the  continent  while  the 
Kalahari  desert  is  limited  to  the  western  part  of  the  continent? 

V.  Why  has  the  Nile  valley  become  the  most  densely  populated  region  of 
the  world  with  a  rainfall  as  scant  as  the  heart  of  the  Sahara? 

VI.  Why  has  the  White  race  found  a  congenial  home  in  both  Northern 
and  Southern  Africa,  but  not  in  Central  Africa? 

VII.  Why  is  Africa  the  only  continent  with  temperate  forests  at  both 
the  northern  and  southern  extremities? 

VIII.  Why  is  Africa  today  the  chief  continent  for  "big  game"? 

IX.  Locate  the  regions  of  Africa  which  have  railroads,  and  give  reasons. 

X.  Make  a  list  of  ten  important  products  of  Africa,  and  give  the  geo- 
graphic factors  which  favor  their  production. 

XL  Find  the  density  of  population  per  square  mile  for  Africa  and  for 
Europe;  use  appendix.     Explain  the  difference. 

XII.  Why  is  Africa  governed  by  foreign  nations  more  largely  than  the 
other  large  continents?  Write  a  list  of  the  foreign  nations  having  colonial 
possessions  in  Africa.  Write  names  of  possessions  of  each  country,  using  the 
political  map  of  Africa. 

XIII.  Make  a  list  of  the  ten  largest  cities  of  Africa  with  the  population 
of  each  in  "round  numbers".  Compare  their  combined  populations  with  that 
of  the  largest  ten  cities  in  two  other  continents.     Use  appendix  to  textbook. 

Sixth  Month. 

Australia,  the  Islands  of  the  Pacific,  and  Antarctica. 
I.     Study   Australia    as   to   location,    size,    climate,    plant    life,    native    wild 
animals,  distribution  of  population,  occupations,  products,  government. 


GEOGRAPHY — EIGHTH   YEAR.  239 

II.  Make  a  table  of  the  Islands  of  the  Pacific,  using  the  appendix  of  text- 
book. In  column  i,  write  name  of  island  or  island  group;  in  column  2,  latitude; 
in  column  3,  area;  in  column  4,  population;  in  column  5,  ownership.  Write 
five  or  more  statements  based  on  a  study  of  the  table. 

III.  Use  textbook  and  supplementary  readers  for  study  of  the  islands,  giv- 
ing special  attention  to  New  Zealand,  the  Philippines,  and  the  larger  islands 
of  the  East  Indies. 

IV.  The  Antarctic  Continent  or  Antarctica,  should  receive  attention.  Tell 
the  story  of  the  discovery  of  the  South  Pole  by  Amundsen  in  December.  191 1, 
and  by  Scott  in  January,  1912.  Refer  also  to  the  discovery  of  the  North  Pole 
by  Peary  in  April,  1909.  Show  how  geographic  conditions  make  permanent 
homes  impossible  on  this  large  continent. 

Seventh  Month. 
Geography  of  the  Great  War. 

I.  Spend  this  month  in  developing  correct  ideas  concerning  the  world- 
wide influence  of  the  war  which  began  August  i,  1914. 

II.  Classify  the  principal  countries  of  the  world  into  four  groups:  the 
Central  Powers ;  the  Allies ;  Countries  having  severed  diplomatic  relations  with 
the  Central  Powers;  Neutral  countries.  For  a  list  of  countries  at  war  see 
seventh  year,  fifth  month.  At  the  date  this  is  written,  nine  countries  have 
severed  diplomatic  relations  with  the  Central  Powers.  They  did  so  in  the 
following  order:  (i)  Egypt;  (2)  Bohvia;  (3)Guatemala;  (4)  Honduras;  (5) 
Haiti;  (6)  Costa  Rica;  (7)  Peru;  (8)  Uruguay;  (9)  Ecuador.  Note  the 
continents  having  countries  and  colonies  engaged  in  the  war. 

III.  Use  appendix  to  textbook  and  compare  area  and  population  of  the 
Central  Powers  and  their  colonies  with  the  area  and  population  of  the  Allies 
and  their  colonies.  Proportion  of  the  world's  area  and  population  arrayed 
against  the  Central  Powers.  Show  how  this  war  was  brought  about  by 
Germany's  ambition  to  dominate  the  world  by  her  military  power. 

IV.  Use  the  references  given  above  as  textbooks  for  the  study  of  the 
month.  No  event  in  all  history  is  of  such  immediate  importance  to  the  boys 
and  girls  of  the  present  day  as  this  war.  Its  geography  and  its  history  should 
receive  direct  attention  in  the  schools. 

Eighth  Month, 

World  Relations. 
The  study  of  the  earth  as  a  whole  may  be  approached  during  this  month 
by  either  of  two  methods,  or  by  a  combination  of  both  at  the  option  of  the 
teacher. 
]. — Important  Products  in  World  Commerce. 

1.  The  following  products  are  suggested  for  the  month's  work:  wheat; 
rice;  cane  sugar;  beet  sugar;  bananas;  cattle;  sheep  and  wool;  cotton;  silk; 
rubber;  coal;  iron  ore  and  iron  manufactures;  lumber. 

2.  The  following  topics  concerning  each  product  may  be  considered : 

(a)  Conditions  necessary  for  production. 

(b)  Production  by  chief  countries  and  by  continents. 

(c)  Exporting  countries  and  ports. 

(d)  Routes  of  travel  and  distances  covered. 

(e)  Importance  in  world  commerce. 

Much  material  is  found  in  the  comparative  diagrams  in  textbooks,  in  the 
Year  Book  of  the  United  States  Department  of  Agriculture,  the  Statistical  Ab- 
stract of  the  United  States,  encyclopedias,  'and  elsewhere. 

II. — A  Study  of  the  World  Through  Journeys. 

This  may  take  the  form  of  a  traveler's  diary,  the  general  route  to  be  planned 
by  the  class,  but  each  pupil  should  write  his  own  diary  as  progress  is  made 
on  the  journey.  The  diaries  should  form  the  basis  of  recitation.^  If  the 
Journey  plan  is  adopted,  many  of  the  facts  of  "I"  will  appear,  but  in  a  less 


240  HISTORY — EIGHTH    YEAR. 

statistical     fashion.     The     diary     should     be     a     creditable     piece     of     English 
composition. 

Other  plans  for  the  journeys  may  be  devised  by  the  teacher  and  pupils. 
The  month's  study  should  result  in  a  clearer  view  of  the  world-whole,  and  the 
correlation  of  much  of  the  geographic  information  gained  during  the  sixth, 
seventh,  and  eighth  years.  If  the  journey  plan  is  adopted,  the  textbook  and 
supplementary  readers  will  furnish  all  necessary  material.  This  plan  will  lead 
to  a  review  and  a  re-organization  of  the  materials  already  studied,  so  that  the 
facts  of  geography  and  their  significance  will  become  much  more  firmly  fixed 
in  the  minds  of  the  pupils. 


UNITED  STATES  HISTORY. 

ALTERNATION — Eighth  Year  History  is  to  be  studied  the  school  year  1919-20  and 
each  alternate  year  thereafter.  The  Seventh  Year  History  is  to  be  studied  the  school  year 
1918-19  and  each  alternate  year  thereafter. 

First  Month. 
1801=1817. 

Thomas  Jefiferson's  Adininistration,   1801-1809. 

His  ideas  of  popular  government :  simplicity  in  social  ettiquette  of  officials ; 
great  care  to  make  public  expenses  small ;  no  heavy  taxes ;  no  large  army  or 
navy. 

The  purchase  of  Louisiana:  why  France  was  willing  to  sell  it;  the  reason 
why  we  wanted  it ;  the  price ;  the  location  and  geographical  characteristics ;  ex- 
ploration:  Lewis  and  Clark's  expedition;  Pike's  exploration  (use  your  geog- 
raphies). 

The  invention  of  the  steamboat  and  its  advantages  in  river  transportation. 

The  struggle  to  secure  our  rights  upon  the  sea :  England  and  France  at 
war;  their  interference  with  our  commerce;  the  British  Orders  in  Council  and 
the  French  Decrees  establishing  blockades ;  Jiow  they  affected  our  commerce ; 
British  impressment  of  sailors.  Jefferson's  policy  of  "peaceful  coercion",  the 
Embargo  Act,  and  the  Non-intercourse  Act. 

James  Madison's  Administration,  1809-17.  Continuation  of  Jefferson's 
policy  in   foreign  affairs:    Macon   Bill   No.  2;   the   Non-importation   Act. 

The  Young  Republicans  in  Congress  :  Henry  Clay  of  Kentucky  and  John 
C.  Calhoun  of  South  Carolina,  leaders  of  the  war  party. 

The  War  of  1812. 

The  declaration  of  war  against  England.  The  military  strength  of  England 
and  the  United  States. 

The  American  plan  to  conquer  Canada,  and  the  war  about  Lake  Erie.  The 
poor  management  of  the  war  by  the  American  government.  The  British 
Campaign  on  the  Chesapeake  Bay  and  the  burning  of  the  national  capital.  The 
British  campaign  on  the  lower  Mississippi  river:  their  object  to  cut  off  the 
western  states ;  Andrew  Jackson's  victory  at  New  Orleans. 

The  war  on  the  sea :  American  naval  victories ;  American  privateers  prey 
upon  British  commerce;  the  British  blockade  of  the  American  coast. 

Opposition  to  the  war  in  New  England:  the  Hartford  Convention. 

The  negotiation  of  the  treaty  of  peace;  its  provisions;  no  mention  of  the 
causes  of  the  war ;  Europe  at  peace  and  the  seas  free  to  American  commerce. 

Effects  of  war  in  Europe  and  America  upon  the  United  States :  American 
commerce  and  shipping  was  injured  and  manufacturing  increased;  the  real 
beginning  of  the  policy  of  protective  tariff  or  duties  on  imported  goods  for  the 
encouragement  of  home  manufacturing.     The  second  United  States  Bank. 

Second  Month. 

Internal  developmenL  aad  the  settlement  of  the  west. 

Monroe's  administration  and  the  "Era  of  good  feeling",  1817-1825. 

The  westward  movement :  cheap,  fertile  land  west  of  the  Alleghany  moun- 


HISTORY — EIGHTH    YEAR.  24I 

tains;  the  principal  routes  of  travel;  the  methods  of  travel;  the  Erie  canal; 
the  National  road  or  Cumberland  road. 

The  organization  of  territorial  governments  and  the  admission  of  new  states. 
This  should  be  illustrated  by  a  study  of  the  territorial  government  of  Illinois 
and  the  steps  in  admitting  Illinois  into  the  Union  in  1818. 

The  question  of  slavery  in  the  western  territories  and  new  states ;  became 
a  sectional  issue;  recall  the  Ordinance  of  1787  and  its  prohibition  of  slavery 
in  the  Northwest  territory.  The  problems  before  Congress  and  the  Missouri 
Compromise. 

Foreign  relations :  The  purchase  of  Florida.  The  extent  of  Spain's  colonial 
possessions  in  America;  the  revolt  of  her  colonies;  the  "Holy  Alliance";  the 
Spanish  colonies;  the  attitude  of  England;  the  American  policy,  the  Monroe 
Doctrine. 

The  Election  of  1824 :  the  candidates ;  more  of  a  personal  than  a  party 
contest:  completed  in  the  House  of  Representatives;  the  charge  of  a  corrupt 
bargain. 

John  Quincy  Adam's  Administration,  1825-1829.  The  completion  of  the 
Erie  Canal.  The  "Tariff  of  Abominations",  1828.  The  presidential  election  of 
1828;  the  changing  method  of  nominating  candidates  for  the  presidency. 

The  "Reign"  of  Andrew  Jackson,  1829-1837.  The  personality  of  the  new 
president;  the  increasing  political  influence  of  the  west;  the  spoils  system. 

The  .tariff  and  slavery:  Webster-Hayne  debate;  nullification  in  South 
Carolina;  the  Compromise  tariff  of   1832. 

Jackson's  veto  of  the  bill  to  recharter  the  United  States  Bank;  his  reasons; 
the  "pet"  state  banks;  the  distribution  of  the  surplus;  the  Specie  Circular. 

The  beginning  of  railroad  construction;  the  rapid  increase  in  the  settle- 
ment of  the  Mississippi  valley;  the  growth  of  manufacturing  and  cities  in 
New  England  and  the  middle  states ;  the  enthusiasm  for  internal  improvement 
schemes  by  the  states,  study  this  movement  in  Illinois. 

Third  Month. 

1837=1853. 

Van  Buren's  Administration,  1837-1841. 

The  Panic  of  1837,  the  result  of  Jackson's  financial  policy,  poor  crops,  and 
general  speculation  throughout  the  country.     The  Independent  Treasury. 

The   "Log   Cabin   Campaign"   of    1840;   and   political   methods   of   the   time. 

Harrison's  and  Tyler's  Administration,  1841-1845.  Harrisons's  death.  Tyler's 
opposition  to  the  policies  of  the  Whig  party.  The  Webster-Ashburton  Treaty 
and  the  settlement  of  the  boundary  of  Maine. 

The  anti-slavery  movement:  William  Lloyd  Garrison's  Liberator;  the 
murder  of  Lovejoy;  John  Quincy  Adams  and  the  struggle  in  Congress  over 
anti-slavery  petitions. 

Expansion  to  the  Pacific  Ocean  and  the  slavery  issue :  the  Oregon  Ques- 
tion:  early  exploration  and  settlement;  joint  occupation  by  England  and  the 
United  States.  Texas  :  part  of  the  Republic  of  Mexico ;  early  settlers  from  the 
United  States;  revolt  of  Texas;  and  movement  for  annexation  to  the  United 
States. 

These  two  questions,  the  re-occupation  of  Oregon  and  the  re-annexation 
of  Texas,  in  the  election  of  1844 :  the  victory  of  the  expansionists  ;  Texas  ad- 
mitted into  the  Union. 

Polk's  Administration,  1845-1849. 

Oregon  boundary  settled  by  treaty.     The  Texas  boundary  dispute. 

War  with  Mexico:  the  campaigns  of  General  Taylor  and  General  Scott; 
Kearney  and  Fremont  occupy  California;  the  provisions  of  the  treaty  of 
peace ;  the  importance  of  the  territory  acquired ;  the  "Wilmot  Proviso",  its 
failure  to  become  a  law  left  the  new  territory  open  to  slavery. 

The  discovery  of  gold  in  California  and  the  "Forty-niners". 

Taylor's  and   Filmore's   Administration,   1849-1853. 

The  •i1a»'ery  question  and  the  organization  of  the  territories:  the  problems 
before  Congress  in  1849-50;  the  Compromise  of  1850;  the  idea  that  the  slavery 


242  HISTORY — EIGHTH    YEAR. 

question   was   finally   settled ;   practically  the   end  of  the  long  career   of   these 
great  political  leaders :  Webster,  Clay  and  Calhoun. 

Industrial  development  of  the  North — the  South  not  materially  affected : 
the  sewing  machine;  the  reaper;  the  telegraph;  railroad  building;  the  steamboat 
on  the  western  rivers ;  the  rapid  development  of  manufacturing  in  the  East 
and  of  agriculture  in  the  West;  rapid  increase  in  immigration  due  to  the 
famine  in  Ireland  and  political  disturbances  in  Germany. 

Fourth  Month. 
1853=1865. 

Franklin  Pierce's  Administration,  1853- 1857. 

The  slavery  question  opened  again ;  Stephen  A.  Douglas  and  the  Kansas- 
Nebraska  Bill;  the  Missouri  Compromise  repealed;  the  struggle  for  Kansas; 
the  formation  of  the  Republican  party. 

James  Buchanan's  Administration,  1857-1861. 

The  Dred  Scott  Decision ;  the  Lincoln-Douglas  Debates,  and  Douglas's 
Freeport  Doctrine  which  made  it  impossible  for  the  South  to  support  him  for 
president  in  i860.  The  election  of  i860:  the  split  in  the  Democratic  party;  the 
candidates  and  the  platforms  of  the  three  principal  parties ;  the  campaign  and 
the  election  of  Lincoln :  the  attitude  of  the  South  toward  the  result. 

Secession :  The  theory  of  the  Constitution  as  to  the  right  of  a  state  to 
secede  as  held  by  the  North  and  by  the  South ;  the  secession  of  the  Southern 
states;  the  formation  of  the  Confederate  government;  differences  between  the 
Constitutions  of  the  Confederacy  and  of  the  United  States ;  Lincoln's  views 
as  to  slavery  in  a  state,  in  a  territory,  and  the  right  of  a  state  to  secede  as 
expressed  in  his  inaugural  address. 

The  firing  on  Fort  Sumter ;  the  call  to  arms  in  the  North. 

A  comparison  of  the  resources  and  strength  of  the  North  and  South ;  area, 
population,  agricultural  products,  manufactures;  transportation  facilities,  and 
general  wealth. 

The  Civil  War :  The  general  lines  of  attack  by  the  North ;  cut  off  the  con- 
federacy from  the  outside  world ;  advance  south  along  the  Atlantic  coastal 
plain ;  advance  down  the  Mississippi  valley. 

The  blockade;  blockade  running;  the  Trent  Affair  and  the  attitude  of 
England;  the  Monitor  and  the  Merrimac  and  the  important  work  of  the  navy. 

The  Emancipation  Proclamation :  its  influence  on  public  opinion  in  England. 

The  battles  of  Gettysburg  and  Vicksburg  marked  the  beginning  of  the 
decline  of  the  Confederacy ;  Sherman's  march  to  the  sea ;  Grant's  campaign  in 
the  east  and  the  surrender  of  Lee. 

The  discontent  in  the  North  and  the  Election  of  1864.  The  Thirteenth 
Amendment.  The  cost  of  the  war :  in  men ;  in  money  and  how  the  money  was 
secured,  by  increased  taxation,  by  borrowing  money  through  the  sale  of  bonds, 
by  the  issue  of  legal  tender  paper  money;  the  creation  of  the  National  Bank- 
ing System. 

The  end  of  the  war:  the  union  was  preserved,  slavery  was  dead,  but  the 
relation  of  the  seceding  states  to  the  Union  and  the  status  of  the  freed  negro 
was  unsettled. 

The  assassination  of  President  Lincoln. 

Fifth  Month. 

1865=1881. 

Reconstruction  or  how  the  seceded  states  were  to  be  restored  to  their 
former  place  in  the  union:  President  Lincoln's  plan;  President  Johnson's  plan, 
similar  to  Lincoln's  plan ;  the  contest  between  Johnson  and  Congress ;  the 
leadership  of  Stevens  and  Sumner;  the  Fourteenth  Amendment;  the  plan  finally 
adopted  by  Congress.  This  plan  in  operation  in  the  South ;  government  by 
Scalawags,  carpet-baggers,  and  the  f reedmen ;  the  Ku^Klux-Klan ;  the  Tenure 
of  Office  Act;  the  impeachment  of  President  Johnson.  The  Fifteenth 
Amendment. 


HISTORY — EIGHTH    YEAR.  2^3 

The  French  in  Mexico ;  the  purchase  of  Alaska,  its  area,  location  and  char- 
acteristics. 

Grant's  Administration,  1869-1877. 

The  settlement  of  the  Alabama  claims  ;  corruption  in  the  government,  the 
"whiskey  ring";  the  Liberal  Republican  movement;  the  Panic  of  1873.  The 
presidential  election  of  1876. 

Hay's  Administration,  1877-1881. 

The  white  men  of  the  South  gain  control  of  the  last  of  their  state  govern- 
ments;  the  greenback  question  and  the  resumption  of  specie  payment;  the  rail- 
way strike  of  1877. 

The  economic  development,  i860- 1880. 

The  rapid  settlement  west  of  the  Mississippi  river,  and  the  extensive  use 
of  agricultural  machinery,  and  the  remarkable  increase  of  agricultural  products ; 
the  rapid  increase  in  the  miles  of  railroads ;  mostly  in  the  upper  Mississippi 
yalle^^  The  railroad  to  the  Pacific  coast;  the  granting  of  public  lands  to  aid 
in  the  construction  of  railroads;  the  development  of  manufacturing;  the  rise 
of  labor  unions  and  the  beginning  of  serious  labor  problems.  The  removal  of 
most  of  the  internal  revenue  taxes  without  a  corresponding  reduction  of  the 
customs  duties  left  the  tariff  highly  protective. 

Sixth  Month. 
1881=1901. 

The  Garfield-Arthur  Administration,  1881-1885. 

The  assassination  of  President  Garfield.  The  Spoils  System,  Senatorial 
courtesy  and  the  beginning  of  the  long  fight  for  civil  service  reform.  The 
presidential  election  of  1884.' 

Cleveland's  First  Administration,  1885-1889. 

His  troubles  over  the  civil  service;  serious  labor  troubles.  The  tariff 
question  now  a  distinct  party  issue.  The  beginning  of  the  construction  of  our 
modern  navy. 

Harrison's  Administration,  1889-1893.  The  McKinley  Tariff  Act.  The 
Sherman  Silver  Purchase  Act  of  1890. 

Cleveland's  Second  Administration,  1893-1897.  The  Panic  of  1893.  The 
repeal  of  purchase  clause  of  the  Sherman  Act  of  1890.  The  strike  of  1894 
and  the  trouble  in  Chicago.  Venezuela  boundary  dispute  with  Great  Britain 
and  the  Monroe  Doctrine.     The  Campaign  and  Election  of  1896. 

McKinley's  Administration,  1897-1901. 

The  annexation  of  the  Hawaiian  Islands.  The  war  with  Spain;  the  causes 
of  the  war;  the  Battle  of  Manilla  Bay;  the  Spanish  fleet  destroyed  near  the 
Harbor  of  Santiago.  Result  of  the  war :  the  United  States  acquired  the  Philip- 
pine Islands,  Guam  and  Porto  Rico,  and  Cuba  became  an  independent  state 
under  the  protection  of  the  United  States. 

The  Assassination  of  President  McKinley. 

Industrial  changes  of  the  period  1881-1901  the  wonderful  development  of 
our  knowledge  of  electricity  and  its  use  in  industrial  life;  the  industrial  revival 
in  the  south  ;  the  concentration  of  business  and  the  trust  problem ;  the  federaliza- 
tion of  labor  unions. 

Seventh  Month. 
1 90 1  to  the  Present. 

Roosevelt's  Administration,   1901-1909. 

The  settlement  of  the  coal  miners  strike  in  Pennsylvania ;  the  Panama  canal ; 
beginning  of  movement  for  the  conservation  of  the  nation's  natural  resources 
and  the  irrigation  of  many  arid  regions ;  the  extension  of  the  power  of  the 
Interstate  Commerce  Commission. 

Taft's  Administration,  1909-1913. 

The  Payne-Aldrich  Tariff  Act;  establishment  of  Postal  Savings  Banks  and 
Parcels  Post ;  the  rise  of  a  reform  group  in  the  Republican  Party.  The  election 
of  1912;  the  split  in  the  Republican  party. 


244  ■  HISTORY — EIGHTH    YEAR. 

Wilson's  Administration,  1913. 

The  reduction  of  the  tariff,  the  Federal  Reserve  Bank  Act;  the  Federal 
Farm  Loan  Act;  the  Sixteenth  Amendment  and  the  Income  tax;  the  Seven- 
teenth Amendment  and  the  changed  method  of  electing  United  States  Senators. 

The  Mexican  situation:  The  Revolution;  the  difficulties  of  the  relations  of 
the  United  States  and  Mexico;  the  development  of  better  understanding  be- 
tween the  States  of  South  America  and  the  United  States. 

The  Great  War :  The  violation  of  our  neutral  rights ;  the  United  States 
declaration  of  war  against  Germany,  and  later  against  Austria-Hungary.  Read 
President  Wilson's  address  to  Congress,  April  2,  1917,  advising  Congress  to 
declare  war ;  it  has  been  said  this  address  "will  make  him  immortal"  and  "that 
it  is  one  of  the  great  political  documents  in  the  history  of  the  world."  It  has 
been  translated  into  French  and  read  in  all  the  schools  in  France. 

Problems  of  winning  the  war :  building  up  an  army  and  the  navy  and  a 
merchant  marine  and  the  production  and  conservation  of  food. 

Eighth  Month. 
General  Review. 

Object — To  bring  clearly  to  the  mind  of  the  pupil  the  changes  or  develop- 
ment in  our  national  life  and  institutions.  Some  of  the  topics  take  up  lines 
of  development  since  the  founding  of  the  national  government,  others  do  not 
go  farther  back  than  i860. 

Territorial  Expansion — The  area  and  boundaries  of  the  United  States 
in  1789,  also  its  chief  physiographic  characteristics  and  natural  resources.  This 
may  be  easily  put  in  chart  form  on  the  blackboard  as  the  review  progresses. 

Population — For  the  whole  United  States  in  1790  and  each  ten-year  period, 
and  note  the  center  of  population  for  each  period,  to  show  more  definitely  the 
movement  westward;  compare  the  population  of  some  of  the  states  in  the 
different  regions  for  each  period.  Note  also  the  periods  of  greatest  immigra- 
tion and  countries  of  Europe  from  which  the  immigrants  came. 

Agricultural  Life — Before  i860  the  farmer  produced  most  of  the  things 
he  used  with  a  few  simple  hand  tools  and  sold  a  small  part  of  his  product  to 
buy  a  few  things  he  could  not  produce.  Since  i860  with  the  almost  marvelous 
increase  in  the  number  and  variety  of  tools  or  machines  to  aid  him,  each  farmer 
can  now  produce  so  much  more  than  he  could  before  i860;  each  farmer  today 
produces  only  a  few  products,  specialized  farming,  and  sells  nearly  everything 
he  produces,  and  buys  nearly  everthing  he  consumes. 

Manufacturing  and  the  Growth  of  Cities — A  simple  outline  of  the  de- 
velopment of  two  or  three  types  of  manufacturing,  such  as  the  textiles  and 
iron  and  steel,  with  an  account  of  the  most  important  inventions,  a  comparison 
of  the  size  of  the  factory  from  1850  and  at  the  present,  the  methods  and 
amount  produced,  and  the  use  of  the  product.  How  cities  and  manufacturing 
have  grown  up  together,  the  city  furnishing  a  market  for  the  products  of  the 
farm  and  the  mine,  and  in  return  producing  many  things  wanted  on  the  farm 
in  exchange  for  farm  products.  This  can  be  made  vivid  by  a  comparison  of 
the  kitchen  utensils  and  tools  used  on  the  farm  at  the  two  periods. 

Transportation — The  different  means  of  travel  and  transporting  goods : 
the  dirt  road,  the  turnpike,  rivers,  canals,  and  railroads;  a  few  comparisons 
of  time  and  cost  in  transporting  goods  in  these  different  ways ;  the  periods 
when  each  of  these  methods  were  most  in  use.  A  somewhat  more  detailed 
study  of  the  spread  of  the  railroads  over  the  country  since  i860  and  of  their 
importance,  when  the  country  is  so  large,  in  bringing  the  farm  and  the  factory, 
or  city,  close  enough  together  to  exchange  products.  A  brief  statement  of  the 
importance  of  the  telegraph  and  telephone  in  shortening  the  time  for  the  ex- 
change of  information  and  the  transaction  of  business. 

Education — The  characteristics  of  the  common  schools  before  i860;  the 
changes  in  the  common  schools  since  i860.  The  small  number  of  high  schools 
and  colleges  and  the  slight  attendance  at  these  higher  schools.  The  rapid  in- 
crease in  the  number  and  kinds  of  schools  since   i860,  especially  of  the  high 


HOUSEHOLD    ARTS EIGHTH    YEAR.  245 

schools,  the  rapidly  increasing  attendance  at  these  schools.  Would  the  advance 
in  the  many  other  ways  have  been  possible  without  the  ever  increasing  number 
of  educated  people? 

A  final  review  and  drill  on  important  dates  and  on  prominent  men  and 
the  chief  events  with  which  they  were  connected. 

If  more  time  is  available  a  very  profitable  study  may  be  made  of  the 
growth  of  the  activities  of  the  government :  a  study  of  the  things  the  govern- 
ment does  now  that  it  did  not  do  at  the  earlier  periods.  This  study  may  be 
made  of  either  the  national  or  state  government  or  both. 


HOUSEHOLD  ARTS. 

ALTERNATION — The  eighth  year's  work  in  Household  Art  should  be  studied  the 
school   year    1919-20   and   each   alternate   year  thereafter. 

First  Month. 

Saving  Food  for  Winter  Use — Cause  of  spoiling  food.  How  to  prevent 
spoilage. 

Show  by  experiments  the  action  of  bacteria,  yeast  and  molds.  Sterilization 
as  a  means  of  preservation.    Form  a  school  canning  club. 

Problem — Canning  seasonable  fruits  and  vegetables. 

Saving  Food  for  Winter  Use — (Continued) — Compare  cost  of  home  canned 
product  with  the  commercial  can. 

Drying  as  a  means  of  preserving  food.  Trenching  and  pitting  fruits  and 
vegetables  for  winter  use. 

Problem — Canning  and  drying  fruits  and  vegetables. 
Second  Month. 

The  Home  Breakfast — Review  the  work  on  meals  of  the  previous  year. 

Breakfast  Plans — Work  and  age  a  factor  in  eating.  What  should  a  school 
girl  have  for  breakfast. 

Cereals  as  a  Breakfast  Food — Review  their  composition  and  comparative" 
value. 

Importance  of  thorough  cooking  on  digestibility.  Serving  cereal  with  top 
milk.     Sugar  disguises  the  fine  flavor  of  the  grain. 

Problems — Oatmeal  mush.  Cornmeal  mush  in  fireless  cooker.  Cream  of 
Wheat  with  dates.  Mold  cereal  with  dates,  figs,  etc.,  to  be  used  as  a  dessert. 
Mold  left-over  cereal  for  browning  in  drippings. 

The  Home  Breakfast — Emphasize  thrift.  Importance  of  using  all  left- 
over bits  of  cooked  cereal.     Make  a  list  of  ways  of  using. 

Fruit  for  Breakfast — Review  value  of  fruit.  Compare  nutritive  value  and 
cost  of  fresh  and  dried  fruits. 

Problems — Brown  left-over  cereal.  Make  cereal  griddle  cakes.  Steam  rice 
with  raisins.    Stew  prunes  in  fireless  cooker. 

Third  Month. 

(i)  Bread  for  Breakfast — Use  of  stale  bread  for  toast.  Muffins.  A 
study  of  ingredients.  Left-over  cereal  as  an  ingredient  in  muffins.  Study  the 
limited  use  of  eggs  in  muffins.  Use  experiments  to  show  the  gas  formed  by 
baking  powder.  Butter  an  accompaniment  to  breakfast  breads.  Importance  of 
butter  to  growth  of  the  body.  Butter  substitutes.  Value  of  margarine  in  re- 
ducing butter  bill.     Nuts  as  a  form  of  fat.     Gather  nuts  for  winter  use. 

Problem — Toast.    Muffins. 

(2)  Bread  for  Breakfast — Biscuit — Continue  the  study  of  baking  powder. 
Its  composition  and  conditions  affecting  the  formation  of  gas.  Pastry  flour  in 
comparison  with  bread  flour.  Discuss  varying  proportions  of  shortening  in 
relation  to  cost. 

Coffee — Effect  on  the  body.  Method  of  preparing  to  cause  least  harm. 
Emphasize  harmful  effect  on  young  people.     Discuss  coffee  S'Ubstitutes. 

Problems — Biscuit.    Drip  coffee.    Cereal  coffee. 


246  HOUSEHOLD    ARTS — EIGHTH    YEAR. 

Fourth  Month. 

(i)  Plain  Simple  Breakfast  Menus — Compute  costs.  Equipment  of  the 
kitchen  for  convenience  in  getting  meals.  Arrangement  of  sink,  stove,  re- 
frigerator, supply  and  dish  cupboards  in  relation  to  preparing  and  clearing 
away  a  meal. 

Problems — Plans  for  getting  home  meals.     Plans  for  kitchen  arrangement. 

(2)  The  Home  Dinner — Review  work  on  food  combinations.  Make  a  list 
of  good  and  poor  dinner  combinations.  Discuss  light  dinners  and  heavy  dinners. 
The  relation  of  the  dinner  menu  to  the  other  meals  of  the  day.  The  Christmas 
dinner.    Decorating  the  Christmas  table. 

Problem — A  fruit  Christmas  pudding.     Plan  for  cooking  Christmas  dinner. 

Fifth  Month. 

(i)  The  Home  Dinner — Meat.  Its  use  as  a  food.  How  often  shall 
meat  be  served.  The  cost  of  meat  compared  with  its  substitutes.  The  texture 
as  affected  by  location  of  cut.  By  means  of  experiments  show  composition  and 
effect  of  heat  in  retaining  juices  and  the  softening  of  connective  tissue  by 
moisture. 

Problems — Broil  chops  or  steak.    Pot  roast. 

(2)  The  Home  Dinner — The  use  of  trimmings  of  meat  and  left-overs. 
Teach  use  in  soup  making  and  in  extending  the  flavor  of  meat  in  casserole 
cooking,  croquettes,  etc.  Make  a  list  of  all  the  ways  of  using  small  amounts 
of  cooked  meats.  The  value  of  the  fat.  Way  of  trying  out  the  fat.  The 
cuts  of  meat.    Visit  market  if  possible.    Cleanliness  in  buying  meat. 

Problems — Soup  making.  Escalloped  meat,  or  meat  pie,  or  meat  balls. 
Try  out  fat  for  use  in  cooking. 

Sixth  Month. 

(i)  The  Home  Dinner — Poultry.  The  cost  of  poultry  as  compared  with 
other  meats.  Demonstrate  dressing  a  chicken.  Teach  use  of  bones  in  soup 
making,  and  chicken  fat  as  a  shortening  in  baking. 

Problems — Broiled  and  Fricasseed  Chicken. 

(2)  The  Home  Dinner — Vegetables.  The  value  of  the  ash  content. 
Vegetables  a  source  of  fresh  food.  Economy  in  handling.  Compute  percent 
of  waste  in  careful  and  careless  peeling.  Methods  of  cooking  with  reference 
to  least  waste  of  ash  content.  The  use  of  vegetable  stock  in  soups,  sauces 
and  gravies. 

Problems — Mashed  turnips.  Escalloped  cabbage.  Lettuce  salad.  French 
dressing. 

Seventh  Month. 

(i)  The  Home  Dinner — Desserts  for  dinner.  Make  a  list  of  kinds  of 
desserts.  Light  desserts  and  heavy  desserts  and  when  used.  Starchy  desserts. 
Review  the  effect  of  heat  on  starch  in  cereal  lesson.  Show  by  experiment  the 
effect  on  flavor  of  the  long  cooking  of  corn  starch. 

Problem — Chocolate  Corn  Starch  Pudding.  Creamy  Rice  Pudding.  Baked 
Indian  Pudding. 

(2)  The  Home  Dinner — (Desserts  continued) — Fresh  truit  and  canned 
fruit  as  a  dessert.  The  value  of  cream  as  a  dessert  adjunct.  Gelatin  desserts. 
Source  of  gelatin.  Comparison  with  other  building  foods.  Its  value  in  com- 
bining with  fruits,  eggs,  and  whipped  cream  for  dessert.  Comparison  with  pastry 
as  to  digestibility  and  labor  involved.  Touch  upon  its  use  in  combining  with 
vegetables  in  salad  form. 

Problems — Plain  Gelatin.     Fruit  Sponges.     Bavarian  Creams. 

Eighth  Month. 

(i)  The  Home  from  a  Health  Standpoint — What  makes  a  healthful 
home?  Necessity  for  cleanliness.  Processes  of  cleaning  with  minimum  amount 
of  dust.  How  to  get  rid  of  household  pests.  Dangers  of  flies,  roaches  and 
mosquitoes  to  health  of  family.  Sanitary  arrangements  in  the  disposal  of 
household  sewerage. 


PHYSIOLOGY  247 

Problems — Clean  school  house  and  premises.  Plan  for  home  or  school 
dinner. 

(2)  Hospitality  of  the  Home — The  meaning  of  hospitality.  Time  for 
hospitality.  Labor-saving  devices  as  conservers  of  time  and  energy.  Discuss 
systems  of  installing  running  water,  disposal  of  household  sewerage,  use  of 
steam  cookers,  tireless  cooker,  bread  mixers,  washing  machines.  Visit  homes 
that   contain   labor-saving   devices. 

Problems — Entertaining  parents.     Serving  a  meal  or  refreshments. 


PHYSIOLOGY. 
First  Month. 

Circulation — Blood;  composition;  necessity  for;  where  it  must  circulate 
(review  absorption);  gains  and  losses;  functions  of  corpuscles.  Clotting  of 
blood,  use.  (Drgans  of  circulation:  (i)  Blood  tubes;  names,  structure  and 
location  of  each ;  valves  in  veins ;  general,  pulmonary  and  portal  circulations. 
(2)  Heart;  necessity  for,  structure,  cavities,  valves,  action.  (3)  Nerves  to 
regulate  heart  beat,  amount  of  blood  to  working  and  resting  organs,  distribu- 
tion as  affected  by  heat  and  cold.  Effects  of  chilling  body  surface.  Trace 
circuit  of  blood.  Lymph ;  source,  use,  circulation ;  lymph  nodes.  Methods  of 
checking  bleeding.  Means  and  importance  of  maintaining  a  good  supply  of 
good  blood  and  lymph.  Ways  in  which  blood  combats  germs  (white  corpuscles, 
opsonins,  antitoxins).  Changes  in  heart  structure  from  excessive  exercise, 
use  of  beer  and  other  alcoholic  drinks ;  after  effects  of  contagious  diseases. 
Effect  of  alcohol  on  the  blood.     The  "tobacco  heart". 

Second  Month. 

Breathing — Object  of;  organs  of,  functions  of  each;  lung  capacity.  Breath- 
ing movements  of  diaphragm  and  chest  walls.  Chest  and  abdominal  breathing. 
Changes  in  blood  in  tissues  of  the  body,  in  the  lungs;  changes  in  the  air  in 
the  lungs  by  breathing.  Coughing,  sneezing,  yawning.  Hygiene  of  breathing; 
causes  contributing  to  diseases  of  air  passages  and  lungs  ;  over-crowded,  poorly 
ventilated  houses,  damp  or  sunless  rooms,  body  insufficiently  or  unevenly 
clothed,  dust  in  air,  too  dry  air,  adenoids  or  other  obstructions.  Value  of  cold 
baths.  Effect  of  alcohol  in  lowering  vitality  and  causing  proneness  to  lung 
diseases. 

Ventilation — Composition  of  air.  Amount  of  oxygen  needed  to  support 
life.  Asphyxia,  drowning.  How  the  air  of  buildings  is  made  impure.  Source 
of  odors,  bathing.  Effects  of  breathing  imptire  air,  day  or  night.  Effects  of 
very  dry  or  very  moist  air.  Importance  of  keeping  vitality  up.  Colds. 
Principles  emplo3  d  in  ventilating.  Methods.  Dangers  from  drafts.  Sleeping 
out.     Open  air  sc    3ols. 

Voice — Laryn.; ;  cartilages,  vocal  cords,  how  sound  is  produced.  Pitch  and 
quality  of  voice.     Desirability  of  voice  training. 

Third  Month. 

Heat — Constant  temperatured  vs.  changeable  temperatured  animals.  Sources 
of  body's  heat.  How  heat  is  lost.  How  balance  between  heat  production  and 
heat  loss  is  maintained.     Effect  of  alcohol  on  body's  temperature.     Fever.    Colds, 

Excretion — How  waste  materials  are  formed  in  the  body;  their  accumula- 
tion in  tissues  a  cause  of  fatigue,  their  removal  its  cure.  Organs  that  remove 
waste;  skin,  lungs,  kidneys,  liver,  large  intestine.  Kidneys;  importance,  size, 
location,  structure,  function.  How  the  liver  removes  waste.  Hygiene  of  liver 
and  kidneys.     Effects  of  alcohol  on  liver  and  kidneys. 

Skin — Structure.  Glands  of  skin.  Importance  of  skin  in  helping  to  regu- 
late the  body's  temperature.  Care  of  the  skin  and  of  skin  infections.  Cleansing 
and  tonic  baths.  Modifications  of  the  skin.  Clothing.  Material  for  different 
seasons  of  the  year. 

Fourth  Month. 

Nervous  System — Use.  Nerve  cells,  nerve  fibers,  nerves.  Cerebro  spinal 
nervous  system ;  its  parts  and  their   functions.     Arrangement  of  nerve  matter 


248  CIVICS — EIGHTH    YEAR. 

in  brain  and  cord.  Cranial  and  spinal  nerves.  Reflex  action;  its  importance. 
How  habits  are  formed.  Sympathetic  nervous  system;  use.  Hygiene  of 
nervous  system ;  rest,  sleep,  effects  of  even  moderate  use  of  alcohol,  tobacco 
and  opium  upon  nervous  system. 

Special  Senses — Kinds  of  sensations.  Senses  of  touch,  taste,  smell.  Use 
of  these  sensations.  Hearing,  parts  of  the  ear.  Structure  and  use  of  each  part. 
How  we  hear.  Relation  of  hearing  to  speech.  Hearing  affected  by  growths  in 
throat.  Seeing;  the  eye,  structure,  coats,  humors.  How  we  see.  Care  of  the 
eyes.  Methods  of  resting  eyes  during  class  work.  Common  defects  of  vision. 
Effects  of  alcohol  and  tobacco  in  impairing  accuracy  and  delicacy  of  sense 
perceptions. 


CIVICS. 

ALTERNATION— The  Eighth  Year  Civics  is  to  be  taught  the  last  half  of  the  school 
year  1919-20  and  each  alternate  year  thereafter.  Physiology  is  to  be  taught  the  first 
four  months  and  Civics  the  last  four  months.  The  seventh  year's  work  in  Civics  and 
Physiology  is  to  be  taught  the  school   year  of   1918-19  and   each  alternate  year  thereafter. 

The  National  Government. 
Fifth  Month. 

The  teacher  should  review  the  statement  introductory  to  the  study  of  state 
and  local  government,  and  review  briefly  with  the  class  the  history  work  done 
in  the  seventh  grade  on  the  formation  and  ratification  of  the  Constitution  of 
the  United  States.  It  probably  will  be  asking  too  much  of  pupils  to  commit 
the  Constitution  to  memory,  but  they  should  certainly  be  very  familiar  with 
its  provisions,  for  nowhere  else  will  they  find  in  so  brief  a  space  the  answer 
to  so  many  questions  about  the  government.  It  is  important  to  notice  the  gov- 
ernment of  the  United  States  can  exercise  only  those  powers  expressly  or  by  im- 
plication granted  to  it,  hence  there  are  few  express  limitations  on  its  power, 
while  in  the  state  constitutions  the  grant  of  powers  is  more  general  with  many 
specific  limitations.  The  limitations  in  the  constitution  are  largely  to  prevent 
friction  between  the  states  ajid  the  federal  government,  to  secure  uniformity 
of  treatment  of  the  citizens  of  all  the  states,  or  to  protect  the  fundamental 
rights  of  the  citizens.  The  government  of  the  United  States  receives  its 
powers  directly  from  the  citizens  and  exercises  its  powers  directly  on  the  indi- 
vidual citizen  and  not  indirectly  through  the  states.  The  functions  of  govern- 
ment are  divided  among  the  three  departments,  the  legislative,  the  executive 
and  the  judicial,  in  the  government  of  the  United  States  as  in  the  states. 
The  Legislative  Department. 

The  organization  of  the  two  houses  of  Congress :  The  n*  nber  and  appor- 
tionment of  the  members  of  each  house,  their  qualification  term  of  office, 
mode  of  election,  compensation,  and  the  privileges  of  mem^  rs.  The  special 
functions  of  the  Senate :  share  in  the  appointing  power,  ii  the  treaty  mak- 
ing power,  and  has  the  sole  power  to  try  impeachment  cases.  The  special 
functions  of  the  House  of  Representatives  :  the  sole  power  of  impeachment,  all 
bills  for  raising  revenue  must  originate  in  the  House.  The  officers  of  each 
house,  the  committee  system,  the  introduction  and  procedure  in  passing  bills. 

Sixth  Month. 

The  Powers  of  Congress.  These  should  be  studied  as  stated  in  the  consti- 
tution and  as  interpreted  in  a  few  of  the  great  decisions  of  the  Supreme  Court, 
and  illustrated  by  a  brief  study  of  Acts  of  Congress  showing  specifically  how 
the  work  of  Congress  affects  the  individual.  Some  of  the  recent  acts  of  Con- 
gress will  be  found  most  helpful  in  making  the  work  of  Congress  real  to  pupils 
for  new  taxes  and  new  regulations  like  new  clothes  excite  a  more  lively 
interest  than  those  to  which  we  have  become  accustomed. 
The  Executive  Department. 

The  President:  Qualifications,  terms  of  office,  compensation,  mode  of 
election.  Responsibility,  all  executive  power  is  vested  in  him.  all  other  executive 
officers   of   the    United    States    are    responsible   to   him.      If    the   work   of    the 


CIVICS — EIGHTH    YEAR.  249 

government  is  not  vi^ell  done,  it  is  because  the  President  cannot  or  will  not 
find  the  man  who  will  do  the  work  efficiently  and  appoint  him  to  the  office. 
Contrast  this  with  the  Executive  department  of  state  government  in  which 
the  most  important  officers  are  elected  by  the  people  and  they  are  not  responsible 
to  the  governor.  Which  is  the  better  form  of  executive  organization?  Why? 
The  classes  of  the  president's  powers  : 

1.  The  execution  of  the  laws  including  the  power  to  appoint,  direct 
and  remove  public  officers. 

2.  The  management  of  foreign  affairs. 

3.  Commander  in  chief  of  the  army  and  navy. 

4.  Grant  pardons  and  reprieves. 

5.  Legislative  power ;    messages   to   Congress,   call    an   extra   session 
of  Congress,  veto  acts  of  Congress. 

The  Cabinet  and  Executive  Departments.  The  members  of  the  cabinet  are 
the  president's  chief  advisers  and  assistants.  They  are  appointed  by  him  and 
may  be  removed  by  him.  Each  member  is  head  of  one  of  the  great  executive 
departments  and  directs  its  work  under  the  president's  orders,  he  also  advises 
the  president  both  with  regard  to  matters  pertaining  to  his  department  and  the 
other  questions,  but  is  not  bound  to  follow  the  advice  of  any  or  of  all  of 
his  cabinet.  A  brief  study  should  be  made  of  organization  of  each  department. 
The  appointment  of  subordinate  officers  and  employes  in  the  departments. 
Those  occupying  positions  of  considerable  responsibility  are  appointed  by  the 
president.  The  great  majority  of  the  employes  of  the  government  are  selected 
under  the  civil  service  system.  What  is  meant  by  the  "Spoils  System"?  What 
are  the  advantages  claimed  for  the  civil  service  system?     How  is  it  operated? 

Seventh  Month. 
The  Federal  Judiciary. 

The  Judicial  Power  of  the  United  States.  The  kinds  of  cases  arising  under 
the  constitution  and  laws  of  Congress.  The  Constitution  of  the  United  States 
the  supreme  law  of  the  Nation,  the  great  power  of  the  Supreme  Court  to 
declare  acts  of  congress,  provisions  of  state  constitutions  and  acts  of  state 
legislatures  in  conflict  with  the  constitution  of  the  United  States  therefore 
null  and  void. 

The  Regular  Courts :  the  district  courts,  the  circuit  courts  of  appeals 
and  the  Supreme  court.  The  Judges :  appointment,  term,  compensation.  How 
may  they  be  removed?  The  other  officers  of  the  courts.  Name  the  Chief 
Justice  and  the  associate  justices  of  the  Supreme  court. 

The  pupil  will  have  a  very  inadequate  notion  of  the  work  of  the  govern- 
ment of  the  United  States  or  of  its  significance  in  our  lives  without  studying 
more  in  detail  the  things  it  does  and  how  it  does  them. 

Money :  Congress's  power  in  regard  to.  What  are  the  different  kinds  of 
money  Congress  has  provided  for.  which  kinds  are  legal  tender?  What  is 
meant  by  legal  tender?  Which  kinds  are  not  legal  tender?  Why  do  all  these 
different  kinds  of  money  circulate  freely  and  have  the  same  purchasing  power? 
Which  kind  is  the  standard  of  value?  How  does  the  government  manufacture 
the  money?  Why  do  private  citizens  not  manufacture  money?  Why  should 
the  National  government  exercise  the  exclusive  right  to  manufacture  money? 

The  national  banking  system,  including  the  Federal  Reserve  Banks.  Why 
is  it  important  to  have  banks  strictly  regulated?  Of  what  benefit  to  a  community 
is  a  sound  bank? 

The  National  Taxing  Power.  Why  does  the  United  States  levy  taxes? 
What  are  the  provisions  of  the  Constitution  in  regard  to  the  power  to  levy 
taxes?  What  is  a  tax?  How  large  a  part  of  a  man's  wealth  may  the  govern- 
ment take  in  the  form  of  a  tax?  What  did  Chief  Justice  Marshall  mean  when 
he  said,  "the  power  to  tax  is  the  power  to  destroy"?  What  are  the  different 
kinds  of  taxes  levied  by  the  government?  Make  a  list  of  the  principal  taxes 
levied  before  the  war  and  of  the  new  taxes  levied  during  the  war.  How  much 
money  did  the  government  collect  from  taxes  in  a  year  before  the  war?  In 
a  year  during  the  war?     Make  sure  your  pupils  understand  the  following  words 


250  NATURE-STUDY    AGRICUETURE — EIGHTH    YEAR. 

and  expressions  :  customs  duties,  tariff  for  revenue  only,  protective  tariff,  free 
trade,  excise  taxes,  corporation  tax,  inheritance  tax,  income  tax.  In  general 
what  does  the  government  do  with  all  the  money  it  collects  from  taxes?  What 
other  means  does  the  government  adopt  to  secure  money  when  it  needs  vast 
sums  to  meet  the  extraordinary  expense  of  carrying  on  a  war?  What  is  a 
United  States  bond?  Are  citizens  under  any  obligation  to  buy  them?  Are 
they  a  good  investment?     Do  you  know  of  any  better  investment?     Why? 

Eighth  Month. 

The  conduct  of  our  relations  with  other  countries.  The  Secretary  of  State, 
ambassadors  and  ministers.  The  power  to  "receive"  ambassadors  from  foreign 
countries.  How  treaties  are  negotiated.  Some  of  the  subjects  they  treat  of 
or  settle. 

The  regulation  of  foreign  commerce  and  commerce  between  the  states.  The 
Interstate  Commerce  Commission  and  some  of  the  particular  things  it  has  done 
in  the  regulation  of  railway  traffic  which  benefits  the  average  citizens. 

Why  does  the  government  maintain  an  army  and  navy.  What  power  has 
the  government  to  compel  men  to  fight? 

Some  of  the  concrete  things  the  government  does  for  the  common  benefit. 
Improves  rivers  and  harbors,  builds  canals — Panama  and  one  in  Illinois,  rail- 
roads— in  Alaska,  builds  great  dams  and  canals  to  irrigate  arid  land  and  make 
it  productive,  carries  the  mail  and  operates  postal  savings  banks,  carries  on  a 
great  educational  campaign  to  teach  the  farmer  how  to  take  better  care  of 
his  soil  and  produce  larger  crops  and  how  to  make  better  use  of  the  things 
he  produces. 

The  Government  of  Territories  and  Dependencies :  The  power  of  congress 
to  acquire  and  to  govern  territories,  what  territories  and  dependencies  does  the 
government  own?  Where  are  they  located?  Their  size,  natural  resources  and 
population?  Which  two  have  the  largest  degree  of  self-government?  How 
are  they  governed?  In  what  other  territories  do  the  people  have  part  in  their 
government?  How  do  they  differ  from  the  first  group?  In  what  possessions 
do  the  people  have  no  part  in  their  local  government?  Does  the  United  States 
oppress  and  exploit  its  territories,  or  govern  them  in  the  interests  of  the  local 
inhabitants?  Does  it  try  to  make  the  people  happy  and  prosperous  and  to 
help  them  to  better  conditions  of  civil  and  industrial  life? 


NATURE-STUDY  AGRICULTURE. 

ALTERNATION — The  Eighth  Year's  work  in  Agriculture  should  be  studied  the  school 
year  1919-20  and  each  alternate  year'  thereafter,  alternating  with  the  Seventh  Year's  work 
to  be  studied  the  school   year   1918-19   and   each  alternate   year   thereafter. 

First  Month. 

Insects — Special  attention  to  those  encountered  in  connection  with  farm 
and  garden  projects.  Insect  pests,  methods  of  combating,  natural  foes;  bene- 
ficial insects. 

Propagation  of  Plants  by  Cutting— Review  all  methods  of  plant  propa- 
gation, seeds,  bulbs,  runners.     Kinds  of  cuttings,  soft  wood,  hard  wood. 

Projects — Reports  and  records  of  summer  work. 

Second  Month. 

Reports  of  animal  projects. 

Domestic  Animals — List  of  those  raised  in  district.  Value.  Place  of  live 
stock  in  systems  of  farming. 

Cattle — Study  of  cow  as  a  type  of  animal;  body  covering,  sense  organs, 
mouth,  stomach,  feet,  toes,  history. 

Dairy  Breeds — Characteristics  of  each.  Care,  shelter,  food,  good  dairy 
rations.  Milk:  composition,  different  practices  in  handling  milk;  milk  products; 
care  of  milk;  essentials  in  clean  milk  production;  testing  for  butter  fat,  for 
quantity.     Testing  projects. 


NATURE-STUDY    AGRICULTURE — EIGHTH    YEAR.  •  251 

Beef  Cattle — Characteristics  of  beef  type,  compare  with  dairy;  beef  breeds, 
characteristics,  uses,  care,  food,  balanced  ration;  study  of  standard  tables;  mar- 
keting; cuts  of  beef.    Care  of  herd  and  calves.     Calf  project. 

Hand  Work — Collect  good  pictures  of  different  breeds  of  cattle  and  make 
booklet. 

Third  Month. 

Horses — The  horse  as  an  animal,  characteristics.  Types  of  horses,  history, 
different  breeds  in  neighborhood;  care  of  horses,  housing,  feeding,  breaking, 
harness.     Essentials  of  good  horsemanship. 

Swine — List  breeds  of  swine  in  district;  characteristics  of  each.  Study 
of  a  pig  as  an  animal;  body,  shape,  covering,  sense  organs,  feet;  history  of 
swine.  Care ;  feeding  for  market ;  hog  houses ;  care  and  management  of  brood 
sow  and  pigs.    Diseases  of  hogs  and  treatment. 

Plan  pig  project. 

Handwork — Collect  good  pictures  of  breeds  of  horses  and  swine.  Make 
booklet. 

Fourth  Month. 

Sheep — Study  of  animal.  Types  of  sheep ;  breeds  in  the  community,  value, 
characteristics  of  a  good  fleece.     Care  of  sheep,  of  lambs.    Lamb  project. 

The  Home  and  School — Methods  of  heating;  stove,  jacketed  stove,  hot  air 
furnace,  steam,  etc.  Experiments  to  show  convection  currents :  the  process  of 
burning;  conduction;  radiant  heat,  the  fireless  cooker,  the  refrigerator,  ice 
cream  freezer. 

Fifth  Month. 

Water  Supply — The  drinking  water  in  the  school  and  homes.  Wells,  kinds, 
sources  of  water  in  each.  Sanitary  placing  of  wells,  with  reference  to  barns, 
and  other  buildings.    Water  and  health. 

Forms  of  Water — Vaporization,  condensation,  ice. 

Air — Facts  concerning  the  composition,  movements  and  changes  of  air. 
Ventilation  of  home  and  school,  how  secured.  Work  done  by  air ;  wind  mill, 
pumps,  vacuum  cleaner. 

Sixth  Month. 

Weather — The  influence  of  weather  upon  farm  activities.  Keep  weather 
record.     Clouds ;  rainfall.    The  Weather  Bureau  and  its  work. 

Light  and  Lighting — Methods  of  artificial  lighting  employed  in  the  home. 
Light  produced  by  a  flame,  by  a  glow.    Most  efficient  methods. 

Seventh  Month. 

Poultry — Study  of  a  chicken;  body  covering;  feet  and  wings;  sense  organs; 
food  procuring  organs. 

TvPF.s  OF  Chickens — Breeds  of  chickens  in  the  neighborhood ;  character- 
istics of  each;  feeding,  housing,  general  care,  selection  hens  for  laying  purposes, 
for  breeding.  Incubators  and  brooders.  Other  kinds  of  barnyard  fowls  ;  values 
and  characteristics  of  each. 

Marketing  poultry  and  eggs. 

Plan  poultry  projects.  Keep  careful  accounts  of  expenditures,  receipts  and 
profits. 

Eighth  Month. 

Birds — Identification  of  common  birds.  Value  of  birds.  Protection  and 
care. 

Improving  the  Home  Grounds — The  lawn  and  its  care.  Shrubs,  their  char- 
acteristics, the  placing  of  shrubs,  border  planting,  foundation  planting.  Vines. 
Flowering  plants ;  hardy  perennials,  some  good  varieties  for  Illinois ;  placing 
for  color  effects ;  annuals. 

Projects  in  improving  the  home  and  school  grounds.  Farm  and  garden 
projects. 


252  PHYSICAL   TRAINING — EIGHTH    YEAR. 

PHYSICAL  TRAINING. 

See  General  Directions — Third  Grade. 

To  develop  greater  speed,  precision,  balance,  power  to  control  instantly 
definite  groups  of  muscles  in  given  movements.  Games  should  be  used  which 
require  more  cooperation,  and  demand  the  sacrifice  of  the  individual  to  the 
group.     Girls  spend  more  time  on  folk  dancing. 

First  Month. 

Lesson  I — i.  Hip  graps  st.,  knee  bend.  (3-ct.  movement) — R.  2.  Head 
grasp  St.  b.  b.  o.  h.,  alt.  with  forw.  bend.  arms.  3.  Cross  (c)  St.,  arm  rais. 
upw.  with  heel  rais. — R.  4.  Arm  bend.  upw.  with  alt.  foot  plac.  sidew.,  and 
f.  b.  o.  t. — S.  5.  Run.  in  place. — R.  6.  Walk  (a  backw.)  st.,  West  Point 
breath. — S. 

Lesson  H — i.  Arm  rais.  forw.  upw.  with  alt.  foot  plac.  forw. — R.  2.  Hip 
grasp  Yz  stride  twist  St.,  chest  rais. — S.  3.  Arm  bend.  upw.  with  alt.  side  lunge 
— R.  4.  Cross  (a)  st.,  stooping  (touch  fingers  to  floor) — R.  5.  Jump  forw. 
with  forw.  fling  of  arms. — S.  6.  Cross  (c)  close  st.  arm  rotation  with  b.  b. 
o.  h.— S. 

Games — Review  Volley  Ball,  Wand  Race.     Rhythmic  Play — Csardas. 

Second  Month. 

Lesson  HI — i.  Fac.  90°,  180°  ;  fac.  combined  with  march  steps  forw.  sidew. 
backw.  2.  Forw.  bend,  arms  with  alt.  foot  plac.  sidew.,  and  b.  b.  o.  h.  with  arm 
fling,  sidew. — S.  3.  Hip  grasp  St.,  heel  rais.  and  knee  bend.  (4-ct.  movement) 
— R.  4.  Arm  bend,  and  stret.  upw.  and  downw. — irregular  rhythm. — R.  5. 
Review  arm  bend.  upw.  with  alt.  foot  plac.  sidew.  and  f.  b.  o.  t. — R.  (2)  Wood 
chopping.    6.  Walk  (b)  st.,  plac.  hands  on  hips  with  b.  b.  o.  h. — S. 

Lesson  IV — i.  Arm  fling,  sidew.  with  knee  bend,  (heels  oflf  floor) — R.  2. 
Cross  (d)  St.,  arm  rais.  upw.  with  b.  b.  o.  h. — S.  3.  Arm  rais.  sidew.  with  alt. 
side  lunge — R.  4.  Bend  St.,  alt.  leg  fling,  sidew. — R.  5.  Starter's  signals  fol- 
lowed by  run.  about  one  row  seats.  6.  Close  st.,  arm  rais.  forw.  with  deep 
breath. — S. 

Game — End  Ball.    Rhythmic  Play — Sir  Roger  De  Coverley. 

Third  Month. 

Lesson  V — i.  (i)  Run  in  place.  (2)  Boy  Scout  trot,  (march  eight  steps 
and  run  eight  steps).  2.  Cross  (e)  walk  (b.  backw.)  st.,  b.  b.  o.  h. — S.  3. 
Arm  bend.  upw.  with  alt.  foot  plac.  forw.,  and  arm  stret.  sidew.  with  heel  rais. — 
R.  4.  Plac.  hands  on  hips  with  alt.  foot  plac.  sidew.,  and  trunk  twist. — R.  5.  Jump 
on  toes  with  cross,  of  feet  in  front  and  behind  with  fling  of  arms  to  side  and 
cross,  of  arms  in  front. — R.     6.  Heel  rais.  with  West  Point  breath. — S. 

Lesson  VI — i.  Plac.  hands  on  head  with  alt.  foot  plac.  forw. — R.  2.  Arm 
circumduction  with  alt.  foot  plac.  sidew.,  and  b.  b.  o.  h. — S.  3.  Arm  fling, 
sidew.  upw.  with  knee  bend,  (heels  off  floor) — R.  4.  Cross  (a)  st.,  stooping 
(touch  fingers  to  floor),  alt.  with  arm  fling,  sidew. — R.  5.  March  on  toes  and 
run  about  room  (4-ct.  halt.).  6.  Cross  (c)  close  st.,  arm  rotation  with  b.  b. 
o.  h.— S. 

Game — Captain  Ball.  Rhythmic  Play — Nobleman's  Dance  (girls),  Sword 
Dance  (boys). 

Fourth  Month. 

Lesson  VII — i.  Hip  grasp  st.,  heel  rais.  and  knee  bend.  (4-ct.  movement) 
— R.  2.  Cross  (e)  st.,  deep  breath,  with  arm  stret.  upw. — S.  3.  Plac.  hands  on 
hips  with  alt.  oblique  charge — R.  4.  Arm  bend,  and  stret.  upw.  and  downw., 
sidew.  and  downw.  (irregular  rhythm)  5.  (i)  Head  grasp  stride  st.,  f.  d.  b. 
o.  t. — S.  (2)  Hip  grasp  st.,  alt.  knee  bend.  upw. — R.  6.  Jump  in  place  with 
side  fling,  of  arms. — S.   7.  Bend  walk  (a)  St.,  b.  b.  o.  h. — S. 

Lesson  VIII — i.  March,  on  toes  and  run  (halt  on  4  cts.).  2.  Stret.  st., 
arm  part,  with  b.  b.  o.  h. — S.  3.  Review — forw.  bend,  of  arms  with  alt.  side 
lunge. — R.     4.    (i)   Arm  rais.  sidew.  with  alt.  foot  plac.  forw..  and  s.  b.  o.  t. — R. 


PHYSICAL  TRAINING — EIGHTH    YEAR.  253 

(2)  Review  wood  chopping.  5.  Plac.  hands  on  hips  with  alt.  foot  plac.  sidew., 
and  b.  b.  o.  h. — S. 

Games — Every  Man  in  His  Own  Den,  School-room  Bat  Ball.  Rhythmic 
Plays — Madrid  Mazurka   (girls).     Boys  review  Sword  Dance. 

Fifth  Month— Dumb  Bells. 

Lesson  I — i.  (i)  Pass,  for  apparatus.  (2)  Bells  rais.  forw.  with  alt.  foot 
plac.  forw. — R.  2.  Cross  (e  with  bells),  walk  (b)  St.,  b.  b.  o.  h. — S.  Later— R. 
3.  Arm  (bells)  bend  upw.  with  alt.  foot  plac.  sidew.  and  arm  stret.  sidew.  with 
knee  bend. — R.  4.  Arm  (bells)  bend,  and  stret.  upw.  and  downw.  twice,  and 
bend  and  stret.  sidew.  and  downw.  twice — R.  5.  Bend  (bells)  stride  St.,  f.  b. 
o.  t,  alt.  with  arm  (bells)  stret.  upw. — R.  6.  Hurdling.  7.  Cross  (e,  with  bells) 
St.,  arm  stret.  sidew.  with  b.  b.  o.  h. — S. 

Lesson  H — i.  Bells  to  bend  pos.  with  knee  bend. — R.  2.  Bend  (bells) 
walk  (b)  St.,  slow  arm  (bells)  stret.  upw.  with  b.  b.  o.  h. — S.  Later  R.  3. 
Bells  on  shoulders  with  alt.  side  lunge.  4.  Arm  (bells)  rais.  sidew.  with  alt. 
foot  plac.  sidew.,  and  s.  b.  o.  t. — R.  5.  Bells  on  hips,  jig  step — hopping  four 
times  on  each  foot,  touch  toe  and  heel  to  side;  touch  toe  in  front,  extending 
foot  in  front — R.    6.  Cross  (e)  walk  (b)  St.,  b.  b.  o.  h. — S. 

Games — Curtain  Ball.    Rhythmic  Play — Kamarinskaia. 

Sixth  Month. 

Lesson  IH — i.  Cross  (e,  with  bells)  st.  pos.,  click  bells  over  head  with 
alt.  foot  plac.  sidew. — R.  2.  Bell  rais.  sidew.  with  clos.  feet  and  arm  rotation 
with  breath. — S.  Later  R.  3.  ^  stride  st.,  arm  (bells)  rais.  forw.  with  knee 
bend. — R.  4.  Arm  (bells)  bend  upw.,  with  alt.  foot  plac.  sidew.,  and  bells 
clicked  behind  back  with  trunk  twisting — R.  5.  Putting  the  shot — R.  6.  Arm 
(bells),  raise  forw.  with  b.  b.  o.  h. — S. 

Lesson  IV — i.  Arm  (bells)  rais.  forw.  with  alt.  toe  touch,  sidew.,  and  arm 
rais.  sidew.  with  alt.  toe  touch  forw. — R.  2.  Arm  (bells)  circumduction  with 
alt.  foot  plac.  sidew.  (breath.) — S.  Later  R.  3.  Bells  to  shoulders  with  alt. 
foot  plac.  forw.,  and  arm  stret.  upw.  with  knee  bend. — R.  4.  Arm  (bells) 
bend,  and  stret.  twice  sidew.  and  twice  downw. — R.  5.  Bend  (bells)  st,  stoop- 
ing (touch  bells  to  floor),  alt.  with  arm  stret.  backw. — R.  6.  Jumping  Jack — R. 
7.  Reach   (bells),  st.,  arm  part,  with  b.  b.  o.  h. — S. 

Games — Review.     Rhythmic  Play — Review. 

Seventh  Month. 

Lesson  V — i.  March  steps  forw.  and  backw.,  two  and  three  steps;  fac. 
combined  with  march  steps.  2.  Bend  (bells),  close  st.,  slow  arm  stret.  upw. 
with  b.  b.  o.  h. — R.  3.  Click  bells  (arms  raised  sidew.  upw.),  over  head  with 
heel  rais.  and  click  bells  behind  back  with  b.  b.  o.  h. — R.  4.  Alt.  knee  bend, 
upw.,  click,  bells  under  knees — R.  5.  Run.  in  place  one  minute  (2-ct.  halt.). 
6.  Bells  to  shoulders  walk  (b)  st.,  b.  b.  o.  h. — S. 

Lesson  VI — i.  Bells  rais.  forw.  upw.  with  alt.  foot  plac.   forw.  outw. — R. 

2.  Bend  (bells)  St.,  b.  b.  o.  h.,  alt.  with  click,  bells  behind  with  alt.  foot  plac. 
backw. — S.  Later  R.  3.  Arm  (bells)  fling  sidew.  upw.  with  knee  bend. — R. 
Arm  bend,  (bells)  with  alt.  foot  plac.  sidew.,  and  arm  stret.  to  star  pos.  with 
knee  bend. — R.  5.  Bells  over  head  with  alt.  side  lunge,  and  s.  b.  o.  t. — R.  6. 
Baseball  tactics — R.     7.  Close  St.,  West  Point  breath. 

Games — Duck  on  Rock.  Rhythmic  Play — May  Pole  Dance (  girls),  Boys 
spend  time  on  games. 

Eighth  Month. 

Lesson  VII — i.  Arm  (bells)  rais.  sidew.  with  knee  bend. — R.  2.  Arms 
(bells)   over  head  with  double  foot  place,  sidew.  and  b.  b.  o.  h. — S.     Later  R. 

3.  Arm  (bells)  bend.  upw.  with  alt.  forw.  charge — R.  4.  Bells  clicked  behind 
back  with  alt.  foot  plac.  sidew.,  and  bells  clicked  over  head  with  trunk  twist, 
and  bells  clicked  behind  back  with  forw.  trunk  twist. — R.  5.  Stride  jump, 
click,  bells  over  head.  6.  Walk  (a)  St.,  arms  (bells)  circumductions,  (3-ct. 
movement )  — S. 


254  VOCAL  MUSIC. 

Lesson  VIII — i.  Arm  (bells)  rais.  forw.  with  alt.  foot  plac.  forw.,  and 
arm  fling  sidew.  with  heel  rais. — R.  2.  Arm  (bells)  bend.  upw.  with  alt.  foot 
plac.  backw.  outw.,  and  b.  b.  o.  h.  3.  Bells  (raised  sidew.  upw.),  clicked  over 
head  with  alt.  side  lunge. — R.  4.  Arm  (bells),  bend,  and  srret.,  one  upward 
and  one  forward,  (change  by  bend,  arms) — R.  5.  Bells  to  shoulders  with  alt. 
forw.  charge,  and  f.  b.  o.  t. — R.  6.  Review — hurdling,  and  baseball  tactics.  7. 
Bend  (bells)  st.  arm  stret.  star  pos.  with  b.  b.  o.  h. — S. 

Games — Baseball,  Field  and  Track  Events.  Rhythmic  Play — Girls,  review. 
Boys  spend  time  on  games  and  athletics. 

References. 

*Bancroft — Posture  of  School  Children,  Macmillan,  $1.50. 

(Discussion  of  Posture.) 
Bancroft — Games    for   the   Playground,    Home,    Schools,    and    Gymnasiums, 
Macmillan,  $1.50. 

(Games  for  all  the  grades.) 
*Burchenal — Schirmer,  Folk  Dances  and  Singing  Games,  $1.50. 

(Folk  dancing  for  all  grades.) 
Burchenal — Folk  Dances  of  Finland,  Schirmer,  $1.50. 
Caskey — American  Clown  Dance  (boys),  published  by  author,  $1.00. 
Caskey — Athletic  jubilee  (boys),  published  by  author. 
*Clark — Physical  Training  for  the  Elementary  Schools,  Sanborn,  $1.60. 

(Gymnastic  Lessons,  Games  and  Dances  for  All  the  Grades.) 
Crampton — Second  Folk  Dance  Book,  A.  S.  Barnes,  $1.50. 
Gilbert — School  dances,  Schirmer,  $1.50. 
Johnson — Education  by  Plays  and  Games,  Ginn,  90  cents. 

(Discussion  of  Value  of  Plays  and  Games.) 
Sargent — Health,  Strength  and  Power,  Caldwell,  $1.75. 

(Mimetic  exercises.) 
Sharp — Sweet  Kate,  H.  W.  Gray,  Agent,  10  cents. 
Sharp — Gathering  Peascods,  H.  W.  Gray,  agent,  10  cents. 
Sharp — Sword  Dances  of  Northern  England — Part  II,  H.  W.  Gray,  agent, 
75  cents  to  $1.00. 

Sharp — Morris  Dances,  H.  W.  Gray  agent,  75  cents  to  $1.00. 
Spaulding — Athletic  Guides,  Spaulding.  10  cents. 

Skarstrom — Gymnastic  Teaching,  American  Physical  Education  Association, 
$2.00. 

(Scientific  Discussion  of  Method  and  Technique  of  Teaching.) 
*The  books  which  are  starred  are  the  books  which  contain  practical  work. 
References   given   in   the   course  to   specific   exercises   will   be    found    in    these 
books. 


GENERAL  EXERCISE— First  Year. 

Note — This  work  is  intended  primarily  for  the  Seventh  and  Eighth  Year 
pupils.  All  Seventh  and  Eighth  Year  pupils  should  take  this  work  regularly 
and  it  should  be  required  on  the  monthly,  central  and  final  examinations.  The 
Fifth  and  Sixth  Year  pupils  may  take  the  work  at  the  discretion  of  the  teacher 
and  county  superintendent.  The  work  in  General  Exercises  includes  Music, 
Morals  and  Manners,  Drawing  and  Agriculture. 

ALTERNATION — The  general  exercises  for  the  first  year  should  be  taught  the  school 
year  of  1918-19  and  each  alternate  year  thereafter,  alternating  with  the  second  year's  work 
in  general  exercises  to  be  taught  the  school   year   1919-20  and  each   alternate  year   thereafter. 


VOCAL  MUSIC. 

A  General  Outline. 

The  work  outlined  by  months  divides  itself  into  three  general  phases,  as 
follows  : 

I.  Rote  Song  Singing — The  child  enters  school  with  practically  no  musical 
vocabulary.     Experience   must   precede    formal    study.     It   is   the   duty  of   the 


VOCAL   MUSIC.  255 

teacher  to  provide  this  experience  when  lacking.  Rote  song  singing  is  the 
means  by  which  the  musical  sense  of  the  child  is  awakened.  The  teaching  of 
rote  songs  arouses  interest,  develops  musical  feeling  and  expression,  enlarges 
and  enriches  the  musical  experience  and  vocabulary  of  the  child.  Rote  songs 
come  under  two  heads:  (l)  Art  songs,  taught  for  the  artistic  side  only.  (2) 
Observation  or  study  songs,  which  are  to  be  use-d  as  the  basis  for  further  study. 

II.  Observation  Work  (Eye  Training) — The  child's  musical  sense  is 
awakened  through  the  ear;  then  developed  through  observation  or  eye  work. 
After  the  song  is  taught  as  a  whole,  the  student  must  be  made  conscious  of 
the  elements  found  in  it — the  phrase,  the  motive,  the  figure.  He  must  gradually 
be  led  to  recognize  the  symbols  which  represent  the  musical  facts  learned  through 
the  eye.     This  greatly  facilitates  the  third  phase. 

III.  Sight  Reading — Sight  reading  is  only  a  means  to  an  end,  namely: — 
The  development  of  the  love  of  good  music  and  the  ability  to  understand  the 
simplest  forms.  The  work  is  carried  on  through  (i)  individual  recitation  and, 
(2)  written  exercises. 

If  time  permits,  a  division  of  the  room  into  two  classes  is  strongly  recom- 
mended. The  first  division  consisting  of  grades  one,  two  and  three.  The  second 
division  including  the  remaining  grades. 

First  Month. 

I — Rote  song  singing.  Teach  from  six  to  eight  songs.  (Art  and  observa- 
tion songs.)  Among  the  art  songs  may  be  included  many  patriotic  and  folk 
songs. 

II — Voices  should  be  classified.  Musically  weak  children  seated  toward  front 
of  the  room.  Teacher  must  strive  at  all  times  for  a  beautiful  tone  quality. 
Allow  no  socalled  "loud"  singing. 

Ill — Class  made  conscious  of  the  phrase  as  a  unit  of  song,  (i)  Teacher 
sing  first  phrase,  children  second,  alternating  through  song.  (2)  Each  row 
sing  one  phrase.  (3)  Phrases  sung  by  individual.  (4)  Note  number  of  phrases 
in  songs  and  which  are  alike. 

Second  Month. 

I — Rote  song  singing.   Teach  from  six  to  eight  songs.    (Art  and  observation) 

II — Singing  familiar  songs  with  "loo"  or  other  neutral  syllable. 

Ill — Application  of  "so-fa"  syllables.  Teach  syllables  as  an  extra  stanza 
to  four  familiar  songs. 

IV — Rhythm  developed  through  tapping,  clapping,  marching,  or  swinging 
circles — as  the  song  permits. 

Third  Month. 

I — Rote  song  singing  as  before. 

II — Application  of  syllables  to  four  more  songs. 

Ill — Picture  of  melody  on  board — without  stafif — showing  long  and  short 
"loos" — or  notes.  Introduction  of  bars  which  "measures"  off  song.  Incidentally 
note  bars  precede  strong  or  important  words. 

Fourth  Month. 

I — Rote  song  singing. 

II — Application  of  so-fa  syllables. 

Ill — Further  rhythmic  development  by  tapping  number  of  beats  found  in 
%,  %  and  %  songs. 

IV — Study  of  figures  in  songs.  Building  up  a  musical  vocabulary  by  study 
of  the  important  figures  as  they  occur  in  any  song.  Note  the  following  ex- 
amples:  Do,  mi,  S)0 ;  do,  mi,  so,  do;  do,  ti,  do;  mi,  fa,  mi;  so,  la,  so;  do, 
ti,  la,  so;   so,  fa,  mi,  re,  do — and  many  others. 

Fifth  Month. 

I — Song  singing.  Teach  a  rote  song  containing  the  divided  beat  problem. 
(2-eighth  notes  to  one  beat.) 

II — Rhythmic  development  as  in  third  and  fourth  months. 

Ill — Notation.  Teacher  copy  a  "study"  song  on  board.  Children  sing  with 
words,   loo,   syllables — teacher   indicating  phrases   by   sweep   of   pointer.     Each 


s 


256  VOCAL   MUSIC. 

phrase  and  its  recurrence  (if  any)  noted.  Study  of  familiar  figures.  Call  at- 
tention to  stafif  of  5  lines  and  4  spaces — counting  upwards.  Note  staff  position 
of  figures.  To  the  eye — there  are  two  keys  only — line  "do"  and  space  "do". 
Repeat  above  steps  from  book.    Do  much  individual  work. 

Place  chart  of  the  nine  common  keys  on  one  corner  of  board  (to  remain) 
with  signatures  but  not  the  place  of  'do".  Let  child  become  independent  by 
teaching  him  how  to  find  keynote.  Thus:  (i)  "The  last  sharp  to  the  right  is 
always  on  ti".  If  "ti"  is  on  a  line — "do"  is  on  the  fourth  line  below.  If  "ti" 
is  on  a  space — "do"  is  on  the  fourth  space  below — locating  the  tonic  chord. 
(2)  "The  last  flat  to  the  right  is  always  on  fa".  If  "fa"  is  on  a  line — "so"  is 
the  next  step  above  in  a  space,  and  "mi"  and  "do"  follow  on  succeeding  spaces 
below — and  so  on.    Constant  drill  will  soon  fix  the  above  rules. 

Incidentally  teach  the  names :  staff,  clef,  quarter  and  half  note,  bars, 
measure,  etc.  Teach  that  the  upper  figure  indicates  the  grouping  of  beats,  or 
number  of  beats  to  the  measure ;  the  lower  figures  (a)  shows  the  unit  of 
measure — the  quarter  note;  the  bar  shows  the  place  of  the  accented  note;  the 
space  between  two  bars  represents  a  measure,  etc. 

Sixth  Month. 

I — Song  singing  as  in  preceding  months. 

II — Reading  familiar  songs  from  staff  notation.     Individual  work. 
Ill — New  songs  of  simple  structure  take  up.     The  following  steps  may  be 
found  helpful  in  the  study  of  a  new  song: 

Study  of  key  and  time  signature.     Finding  place  of  keynote. 

Study  of  first  phrase  and  its  recurrence  (if  any) 

(a)  Pick  out  familiar  figures. 

(b)  Help  over  unfamiliar  intervals. 

(3)  Study  of  2nd  and  remaining  phrases  in  like  manner. 

(4)  Sing  song  as   whole   with   syllables — "loo" — words. 

Note — Song    must    be    thoroughly    drilled    upon    with    "loo"    or 
syllables  before  attempting  to  sing  with  words. 

Seventh  Month. 

I — Song  singing.  Introduce  rounds  as  beginning  of  2-part  singing.  Teach 
as  a  unison  song  first. 

II — Si^ht  reading.  Continue  work  as  in  sixth  month.  At  least  one-half 
of  time  spent  in  individual  work. 

Ill — Continue  rhythmic  development. 

(i)     Tapping  all  songs  when  sight  read  or  sung. 
(2)     Introduce  divided  beat. 

(a)  Review  familiar  song  containing  problem. 

(b)  Isolate  problem — explain  to  children. 

(c)  Drill  on  problem. 

(d)  Apply  to  new  study  song  containing  problem. 
IV — Written  work. 

(i)     Pupils  copy  familiar  melody. 

(2)  Pupils  take  easy  dictation  sung  by  teacher. 

(3)  Teacher  sing  familiar  figures  with  "loo".     Child  place  in  proper 
position  on  staff.     (The  place  of  "do"  must  be  indicated.) 

Eighth  Month. 

I — General  review  of  all  songs  learned. 
II — Sight  reading  continued. 

(i)     Drill  on  divided  beat. 

(2)     General  review  of  all  theoretical  problems. 

Ill — Singing  of  rounds. 

Simple  two-part  melodies  for  sight  reading. 

IV — Written  work. 


MORALS  AND    MANNERS.  257 

MORALS  AND  MANNERS— First  Year. 

The  controlling  principles  of  moral  education  in  light  of  which  the  fol- 
lowing brief  outlines  have  been  arranged  must  be  kept  in  mind  by  the  teacher 
in  elaborating  and  presenting  these  lessons  if  the  best  results  are  to  be  attained. 

1.  Character  is  largely  a  matter  of  habit — hence  the  emphasis  placed  upon 
"training"  in  right  attitudes  and  right  conduct.  The  root  of  moral  instruction 
must  be  found  in  the  various  activities  of  school  and  home  life,  for  action 
not  only  fixes  habits  but  it  arouses  feeling  and  gives  content  to  ideas.  What 
one  thinks  and  feels  is  largely  the  outcome  of  what  one  has  done  or  is  doing. 

2.  Habit  is  specific  in  its  nature.  It  consists  of  definite  responses  to 
given  stimuli.  Therefore  instruction  must  go  hand  in  hand  with  training  in 
order  that  the  standards  of  conduct  established  in  the  school  may  carry  over 
into  the  varying,  complex  situations  of  life.  For  example,  it  is  well  that  the 
pupil  develop  habits  of  honesty  in  his  various  relations  to  the  school.  But  in 
addition  to  this  he  must  through  instruction  come  to  recognize  honesty  and  dis- 
honesty in  their  many  bewildering  guises  in  society  and  develop  in  advance 
desirable  emotional  attitudes  toward  their  various  forms.  One  needs  but 
consider  at  some  length  the  difficulty  thus  presented  even  to  the  adult  in 
order  to  appreciate  the  urgent  need  for  systematic  moral  instruction.  Noble 
ideals  are  a  potent  inspiration  in  the  formation  of  character  only  when  they 
are  seen  to  illuminate  the  mean  affairs  of  daily  life. 

3.  Effective  moral  training  or  instruction  must  be  positive,  not  negative, 
in  character.  In  the  outlines  following,  little  emphasis  is  placed  upon  things 
to  be  avoided.  The  aim  is  rather  to  develop  positive  attitudes  of  mind,  to 
arouse  ideals,  to  kindle  ambition,  to  nourish  a  belief  in  one's  power  to  do 
something,  to  cultivate  a  sense  of  worth  and  a  deep  feeling  of  self-respect. 
Such  must  be  the  steady  aim  of  moral  teaching  in  order  to  develop  strength 
of  character  in  the  child. 

Order  of  Topics. 

It  often  happens  that  a  condition  arises  in  a  school  which  makes  it  very 
desirable  to  consider  a  particular  topic  in  Morals  and  Manners.  The  teacher 
should  feel  perfectly  free  to  consider  any  topic  in  this  course  at  any  time. 
If  she  feels  that  the  psychological  moment  has  arrived  to  consider  a  certain 
topic  in  her  school,  let  the  topic  be  considered  at  that  time.  It  may  have  a 
fuller  treatment  later  if  desired.  Nothing  in  this  course  should  make  one  feel 
that  he  is  bound  to  consider  all  topics  in  the  order  assigned.  The  arrangement 
of  topics  suggested  below  is  for  the  sake  of  uniformity  and  system  in_  instruc- 
tion. It  must  be  remembered  that  the  training  in  these  moral  qualities  must 
be  systematic  and  persistent.  Instruction,  without  training,  does  not  accomplish 
the  desired  ends. 

ALTERNATION — In  schools  having  a  large  number  of  recitations,  the  work  in  Morals 
and  Manners  may  be  alternated.  The  first  year's  work  should  be  taught  the  school  year 
of    1918-19   and   each   alternate   year   thereafter. 

First  Month — SeIf=Respect  or  the  Feeling  of  Worth. 

I.  Training — i.  By  winning  recognition  from  one's  fellows  for  doing 
something  worth  while,  thus  coming  to  a  sense  of  worth,  first,  through  the 
respect  and  confidence  of  others,  and  second,  through  the  stirring  of  an  in- 
ner sense  of  power.  2.  Self-trust  develops  slowly  through  successful  effort 
(it  is  of  pr-me  importance  that  the  child's  first  undertakings  shall  bear  fruit) 
and  the  fe'/ngs  of  "I  am,"  "I  ought,"  and  "I  can"  are  the  outgrowth  of  rightly 
directed     ;lf-activity. 

II.  (NSTRUCTioN — I.  Difference  between  self-confidence  and  self-conceit — 
the  one  is  teachable  and  the  other  hopeless.  "Seest  thou  a  man  wise  in  his  own 
conceit,  there  is  more  hope  of  a  fool  than  of  him." — Proverbs.  2.  Relation  to 
personal  freedom  and  to  a  high  standard  of  conduct.  The  knight's  high  sense 
of  honor,  the  main  thing  in  Chivalry.  3.  Situations  suggested  involving  per- 
sonal honor  in  school  and  out.  4.  The  self-respecting  man  a  law  unto  himself, 
therefore  free.  "This  above  all — to  thine  own  self  be  true,  and  it  must  follow, 
as  the  night  the  day,  thou  canst  not  then  be  false  to  any  man." — Shakespeare. 


258  MORALS  AND   MANNERS. 

Second  Month — Industry. 

I.  Training — i.  By  working  steadily  and  cheerfully  at  the  school  tasks 
assigned.  2.  By  choosing  to  undertake  some  particular  work  for  profit,  such 
as  selling  papers,  delivering  milk  or  raising  vegetables  and  withstanding  the 
temptation  to  give  up  when  the  novelty  is  gone. 

II.  Instruction — i.  Relation  of  industry  to  wealth.  "The  way  to  wealth 
is  as  plain  as  the  way  to  market.  It  depends  chiefly  on  industry  and  frugality." 
— Franklin.  2.  To  earn  money  not  the  only  need  for  labor.  "You  cannot 
dream  yourself  into  a  character ;  you  must  hammer  and  forge  yourself  one."' — 
Fronde.  3.  Respect  for  all  honest  toil.  Story  of  Paul's  weaving  tents  for 
support  even  on  his  journey;  such  poems  as  "The  Heritage,"  "The  \'illage 
Blacksmith."  "A  Man  is  a  Man  for  a'  That,"  etc.  4.  Efifect  of  getting  some- 
thing for  nothing — loss  of  manly  independence.  5.  The  right  of  every  man 
to  labor  and  to  a  fair  share  in  the  wealth  produced.  6.  Examples  of  in- 
dustry in  the  various  fields  of  work. 

Third  Month — Obedience. 

I.  Training— I.  Obeying  all  directions  for  work  and  the  regulations  of 
the  school  promptly  and  cheerfully.  2.  Combining  with  others  in  play  re- 
quiring submission  of  the  self  in  the  interest  of  the  whole — one  of  the  chief 
moral  values  in  games  and  athletics. 

II.  Instruction— I.  Obedience  to  law — the  first  duty  of  the  citizen;  note 
the  oath  required  of  public  officials,  of  the  President.  2.  Boy  Scout  Law : 
"A  scout  obeys  his  parents,  scout  master,  patrol  leader,  and  all  other  duly 
constituted  authorities."  3.  The  maxim  of  the  soldier:  "Only  he  who  has 
learned  to  obey  can  be  trusted  to  command."  4.  Obedience  to  God_  the  virtue 
in  religion.  Note  the  beauty  and  solemnitv  of  President  McKinley's  last 
word :   "Not  my  will  but  Thine  be  done." 

Fourth  Month — Helpfulnes.^  and  Unselfishness. 

I.  Training — i.  Folding  seats,  erasing  blackboards,  passing  and  collect- 
ing materials,  removing  rubbish  from  the  floor  and  yard  with  the  direct  pur- 
pose of  making  some  one',s  work  lighter.  2.  Care  and  protection  of  young- 
er pupils  by  the  older  ones  at  the  suggestion  and  ziitli  the  commendation  of  the 
teacher.     3.  Gathering  and  distributing  Thanksgiving  and  Christmas  provisions. 

II.  Instruction — i.  Enumerating  the  many  ways  for  helping  teachers, 
janitors,  pupils,  brothers,  sisters,  parents,  the  unfortunate,  the  needy,  the 
newsboy,  the  postman,  etc.  "No  one  is  useless  in  the  world  who  lightens  the 
burden  of  it  for  any  one.  else." — Dickens.  2.  Considering  the  efifect  of  service 
upon  the  helper  and  the  one  helped.  "And  one  should  give  a  gleam  of  happi- 
ness whenever  it  is  possible." — George  Eliot.  3.  Memorizing  the  Boy  Scout 
Law.  "He  must  do  a  good  turn  to  somebody  every  day."  "In  this  world  it 
is  not  what  we  take  up,  but  what  we  give  up  that  makes  us  rich." — Beccher. 

Fifth  Month— Punctuality. 

I.  Training — i.  Being  on  time  at  school,  in  following  directions,  in 
moving  to  classes,  at  the  beginning  of  games,  etc.  2.  By  preparing  work  at 
the  appointed  time. 

II.  Instruction — i.  A  necessity  in  business,  at  the  office,  store,  factory, 
shop.  Reasons  given  Tiy  pupil  and  teacher.  2.  As  impossible  to  break  a 
habit,  even  when  the  need  arises  to  do  so,  as  to  smooth  the  wrinkle  out  of  a 
coat  sleeve.  3.  Being  late  is  selfish,  shows  lack  of  consideration  for  others, 
wastes  other  people's  time.  4.  Putting  of?  work  is  cowardly.  "The  slothful 
man  saith,  'There  is  a  lion  without,  I  shall  be  slain  in  the  streets.'  "  5.  Pro- 
crastination  results   in   a   poor   quality   of   work  by   not   allowing   time   enough. 

6.  The  dread  of  beginning  soon  disappears.  "Only  engage,  and  then  the 
mind    grows    heated;    Begin   and   then   the   work   will    be   completed." — Goethe. 

7.  Procrastination  is  wasteful.  A  sluggard  takes  a  hundred  steps  because  he 
would  not  take  one  in-  due  time.  "I  beat  the  Austrians  because  ihey  did  not 
know  the  value  of  five  minutes." — Napoleon.  8.  Suggestions  by  teach-ers  and 
pupils  as  to  times  and  places  where  it  is  one's  duty  to  be  punctual. 


MORALS   AND    MANNERS.  259 

Sixth    Month — Courtesy. 

I.  Training — i.  Catching  the  spirit  of  kindness  and  courtesy  from  the 
school  and  the  home.  2.  By  consideration  for  the  rights  of  others  in  the 
school  room,  on  the  play  ground,  on  the  sidewalk,  in  the  store,  at  home,  etc. 
3.  Through  suggestions  and  approval  developing  tendencies  to  protect  the 
weak  and  helpless.  4.  By  meeting  one's  fellows  on  the  basis  of  equal  per- 
sonal worth  regardless  of  differences  in  station  due  to  wealth  or  official 
positions. 

II.  Instruction — i.  Courtesy  promotes  good  fellowship — it  is  opposed  to 
quarrelsomeness,  egotism,  selfishness,  baseness,  suUenness,  etc.  2.  The  flower 
and  fruit  of  kind  intentions.  "Courtesy  is  to  do  and  Say  the  kindest  things 
in  the  kindest  way."  3.  Assumes  a  common  humanity,  a  feeling  of  brother- 
hood. "Therefore  all  things  which  ye  would  that  men  should  do  unto  you 
do  ye  even  so  unto  them."  4.  Recognition  of  the  principle  that  "right  makes 
might" — the  courtesy  of  the  knight  to  the  weak  and  helpless.  5.  Suggestions 
from  teacher  and  pupils  as  to  what  courtesy  requires  in  the  home,  on  the 
rtreet,  in  the  store,  the  train,  at  lectures,  in  play,  etc.  6.  Lack  of  courtesy 
often  real  cruelty.  7.  Courtesy  is  the  finest  flower  of  manly  character — not 
mere  polish  of  manners  but  the  sincere  expression  of  a  kind  heart. 

Seventh  Month — Truthfulness, 

I.  Training — i.  By  emphasis  given  to  exactness  of  statement  without 
exaggeration  or  evasion  and  to  careful  and  painstaking  work.  2.  By  dis- 
couraging guessing  and  bluffing  and  the  tendency  to  repeat  what  one  doc^  not 
kuou>  to  he  true.  By  encouraging  careful  preparation  of  the  daily  lessons  as 
assigned.  4.  By  avoiding  conditions  that  frequently  cause  lying  through  fear 
and  by  studiously  making  easy  for  the  child  to  tell  the  truth. 

II.  Instruction — i.  Meaning  of  truthfulness;  suggestions  by  teacher 
and  pupils  as  to  the  many  different  ways  of  telling  truth  or  falsehood.  2.  The 
story  of  Damon  and  Pythias  as  showing  the  relation  of  truth  to  friendship. 
3.  Lincoln's  own  story  of  his  passion  for  exact  and  truthful  statement  as 
showing  its  relation  to  power  of  expression.  4.  The  story  of  Grant's  re- 
turning after  leaving  a  friend  to  correct  some  slight  mis-statement  of  fact  as 
showing  its  relation  to  trustworthiness.  5.  Memorizing  such  quotations  as 
"Speak  ye  every  man  the  truth  to  his  neighbor,"  "Falsehood  is  cowardice, 
truth  is  courage." — Lowell.  "All  truth  is  from  God,  as  all  light  is  from  the 
sun,"  "There  is  nothing  so  strong  or  safe  in  an  emergency  of  life  as  the  simple 
truth." — Dickens. 

Eighth  Month — Kindness  and  Gentleness. 

I.  Training — i.  Encouragement  of  kindness  toward  teacher  and  play- 
mates at  school,  toward  brother,  sister  and  parents  at  home,  toward  pets  and 
other  animals.  2.  Adequate  supervision  of  indoor  and  outdoor  games  with 
attention  to  gentle  and  kindly  speech.  3.  Formation  of  pupil  clubs,  perhaps 
with  appropriate  button  badges,  to  protect  birds  and  animals. 

II.  Instruction — i.  What  kindness  is";  suggestions  by  teacher  and  pupils 
of  different  ways  of  being  kind  or  unkind  to  one's  playmates,  brothers, 
sisters  and  parents,  to  pets,  birds  and  animals  that  are  useful  for  food  and 
otherwise,  and  especially  to  animals  that  are  injurious  to  man.  2.  Effect 
jpon  others.  "A  soft  answer  turneth  away  wrath ;  but  grievous  words  stir 
up  anger."  3.  The  aim,  scope  and  need  for  the  work  of  the  Society  for  the 
Prevention  of  Cruelty  to  Animals.  4.  Use  of  such  stories  in  this  connection 
as  "The  Bell  of  Atri."  and  the  giving  of  the  cup  of  water  by  Sir  Philip  Sidney 
to  the  wounded  soldier  on  the  battlefield  of  Zutphen. 


MORALS  AND  MANNERS— Second  Year. 

ALTERNATION — This  course  is  to  be  taught  the  school  year  of  1919-20  and  each  alter- 
nate year  thereafter.      See  note  under  first  year  concerning  order  of  topics. 

First   Month — ^Honesty  and   Fidelity. 

I.     Training — i.  By    careful    and    exact    preparation    of    all    lessons ;    by 
avoiding  slovenly,   vague   and   ambiguous   expression   with   words   or  in  handi- 


260  MORALS   AND    MANNERS. 

craft.  2.  By  individual  ownership,  involving  clear  distinctions  between  mine 
and  thine.  3.  By  quick  and  generous  recognition  of  fair  play  and  just  de- 
cisions in  games.  4.  By  scorning  to  do  through  concealment  what  might  not 
be  done  openly  without  fear.  5.  By  proper  care  of  the  property  of  others, 
private  and  public. 

II.  Instruction — i.  What  honesty  is;  the  many  different  ways  of  being 
honest  or  dishonest  in  play,  in  work,  in  study,  in  the  class  room,  in  buying  and 
selling,  in  voting,  etc.  2.  Relation  to  trustworthiness  and  confidence  of  others. 
Lincoln  as  "Honest  Abe."  Instance  of  Lincoln's  honesty,  of  honesty  in 
public  men  today.  3.  Necessary  as  a  basis  for  all  business  transactions,  illus- 
trated fully.  4.  Attitude  of  the  world  toward  nations  lacking  business  honesty. 
5.  Boy  Scout  Law:  "If  the  scout  were  to  violate  his  honor,  he  may  be  directed 
to  hand  over  his  scout  badge." 

Second  Month — Purity. 

I.  Training — i.  In  pure  thinking  by  contact  with  good  books.  2.  Con- 
stant and  careful  supervision  of  children's  play  to  eliminate  all  traces  of  evil 
suggestion  and  vulgar  speaking.  3.  By  inhibiting  tendencies  to  speak  evil, 
to  tell  tales,  to  repeat  evil  things  concerning  others.  4.  By  securing  the  co- 
operation of  all  pupils  to  keep  walls,  fences  and  buildings  free  from  foul  and 
obscene  language.     This  cannot  be  too  strongly  emphasized. 

II.  Instruction — i.  Impure  thoughts  poison  and  degrade  the  mind — as 
dangerous  as  poison  to  the  body.  "Blessed  are  the  pure  in  heart  for  they 
shall  see  God."  2.  The  face  is  the  mirror  of  the  soul — pure  thoughts  are 
reflected  in  a  frank,  open,  manly  expression.  3.  Cleanliness  of  the  body  is 
essential  to  health;  cleanliness  of  the  mind  is  essential  to  righteousness. 
4.  Profanity  defiles  the  mind.  5.  Obscenity  is  a  grave  offense.  6.  "Speech 
is  the  picture  of  the  mind;  as  the  man  so  is  his  speech."  Swearing  is  only  a 
contemptible  way  of  "showing  off"^ — on  a  level  with  bragging,  boasting  and 
bluffing.  8.  "He  that  loveth  pureness  of  heart,  for  the  grace  of  his  lips  the 
king  shall  be  his  friend." — Proverbs. 

Third  Month — Good  Manners. 

I.  Training — i.  By  imitating  polite  and  courteous  conduct  of  the  teacher. 

2.  The  teacher's  relations  with  the  pupils  should  be  studiously  polite  and 
courteous.  3.  Showing  regard  for  the  feelings  and  rights  of  others  in  such 
matters  as  raising  hands,  in  laughing  and  jesting,  in  remarks,  in  salutations, 
in  passing  to  and  fro.  The  main  thing  is  to  arouse  in  the  mind  of  the  child 
an  idea  of  another's  feelings  with  a  desire  to  make  him  comfortable  and  happy. 

II.  Instruction — i.  "Good  manners  is  the  art  of  making  those  people 
easy  with  whom  we  converse." — Sicift.  2.  Good  manners  are  the  natural  ex- 
pression of  unselfishness,  self-denial  and  self-respect;  therefore  a  part  of 
good   morals.     This    illustrated   with   various   acts   of   rudeness   and    politeness. 

3.  Good  manners  furnish  an  effective  means  of  protection  against  rude  con- 
duct of  others — illustrated  fully.  4.  One  is  judged  largely  by  his  manners 
by  those  who  know  him  but  slightly.  5.  Extended  discussions  as  to  polite 
conduct  in  the  home,  at  the  table,  to  visitors,  on  the  street,  on  cars,  at  the 
store,  in  class,  in  the  study  room,  in  play,  at  lectures,  at  church,  etc.  6.  "Good 
breeding  is  the  result  of  much  good  sense,  some  good  nature,  and  a  little  self- 
denial  for  the  sake  of  others." — Chesterfield.  The  fact  that  it  is  concerned 
largely  with  little  things  should  not  cause  any  one,  as  it  so  often  doc's,  to 
underestimate  its  value. 

Fourth  Month — Cleanliness  and  Neatness. 

I.  Training — i.  Proper  care  of  the  body,  face,  teeth,  hair,  nails,  hands, 
etc.  2.  Care  of  clothing,  shoes,  books,  desks,  floors,  buildings,  grounds, 
speech.  3.  Committees  of  pupils  appointed  to  care  for  boards,  building, 
grounds,  etc.,  the  makeup  of  the  committees  to  be  changed  regularly.  4. 
Regular  inspection  by  teacher,  superintendent  and  school  board. 

II.  Instruction — i.  Need  for  these;  effect  of  cleanliness  upon  health 
in  relation  to  certain  diseases ;  effect  upon  values  of  property.  2.  Habits 
formed   and   consequent  effect  upon   pupil   himself  and  others.     3.  Suggestions 


MORALS   AND   MANNERS.  26I 

from  teachers  and  pupils  as  to  the  need  in  certain  places  for  cleaner  streets, 
back  yards,  and  highways,  and  practical  ways  of  improvement.  Discussion  of 
ways  for  making  the  school,  the  home,  the  city,  and  the  country  more  beautiful. 

Health. 

I.  Training — i.  Establishing  habits  of  vigorous  outdoor  exercise.  2. 
Giving  free  play  to  the  physical  energy  of  the  youth  in  wholesome^  athletic 
exercises.  3.  Developing  permanent  life  interests  in  nature,  in  gardening,  etc., 
nn  the  basis  of  the  child's  natural  interest  in  the  out-of-doors. 

II.  Instruction — i.  Pure  food,  milk,  and  water;  kinds  and  sources  of 
contamination,  vigorous  effort  of  the  state  and  federal  governments  to  pro- 
tect the  health  of  the  people  in  this  direction.  2.  Ventilation — need  fully  ex- 
plained; relation  to  pneumonia  and  tuberculosis;  the  open  air  schools  in  the 
cities.  3.  Cleanliness — proper  dress,  bathing,  etc.  4.  Habits  that  impair  health 
considered.  5.  No  such  thing  as  complete  recovery  of  the  body  from  abuse 
and  misuse.  6.  Good  health  far  more  to  be  preferred  than  wealth  and  within 
the  reach  of  all. 

Fifth  Month— Honor. 

I.  Training — i.  Gradually  developing  a  sense  of  responsibility  and  stand- 
ards of  right  conduct  through  the  confidence  and  belief  of  others.  "Those 
who  trust  us  educate  us." — George  Eliot.  "Our  friends  see  the  best  in  us, 
and  by  that  very  fact  call  forth  the  best  from  us." — Black.  2.  By  being  en- 
trusted with  specific  duties  and  commissions  followed  by  due  recognition  for 
faithful  performance. 

II.  Instruction — i.  The  joy  of  being  trusted — do  we  like  to  be  watched? 
Why?  2.  The  most  important  thing  one  loses  when  he  cheats,  lies,  or  steals. 
Does  getting  found  out  make  any  difference?  3.  Different  ways  of  cheating 
considered.  What  cheating  may  lead  to  as  one  grows  older?  4.  A  promise 
to  be  carefully  given  and  sacredly  kept.  "His  word  is  as  good  as  his  bond."  is 
a  proud  distinction.  5.  Is  it  always  easy  to  keep  one's  word?  Conditions 
suggested  that  make  it  difficult.  Is  there  greater  honor  when  it  is  more  diffi- 
cult. "He  that  sweareth  to  his  own  hurt  and  changeth  not." — Psalms  15. 
4.  Stories  of  knights  who  died  to  redeem  a  pledge.  Story  of  Damon  and 
Pythias,  of  Regulus  and  the  honor  of  the  Romans.  6.  "Honesty  is  the  best 
policy ;  but  he  who  acts  on  that  principle  is  not  an  honest  man." — Whately. 
Show  that  this  is  true.  7.  The  test  of  honor  is  conduct  under  temptation  with 
no  danger  of  being  found  out.  8.  Honor  carries  with  it  the  highest^  sense  of 
personal  worth.  "A  good  name  is  rather  to  be  chosen  than  great  riches  and 
loving  favor  rather  than  silver  and  gold." — Proverbs. 

Sixth  Month — Determination — Decision. 

I.  Training — i.  Controlling  one's  mind — continued  practice  in  directing 
the  attention  to  difficult  and  uninteresting  objects  for  a  chosen  length  of  time. 
2.  Habitual  hesitancy  tending  to  paralysis  of  will,  to  be  overcome  by  en- 
couraging firm,  decisive,  vigorous  action.  3.  Day  dreaming  is  discouraged  by 
developing  the  habit  of  coupling  ideas  with  action. 

II.  Instruction — i.  Importance  of  concentration,  of  sustained  attention, 
of  self  control.  "Clothe  with  life  the  weak  intent.  Let  me  be  the  thing  I 
meant." — Whittier.  2.  He  can  who  thinks  he  can.  "Impossible,  let  me  never 
hear  that  foolish  word  again." — Mirabemi.  3.  Strength  comes  from  conquer- 
ing difficulties. — "Many  men  owe  the  grandeur  of  their  lives  to  their  tremend- 
ous difficulties." — Spiirgeon.  4.  Story  of  Roosevelt's  winning  health  and 
strength  by  sheer  will  power ;  other  examples — Lincoln,  Stanton,  Lee,  Grant, 
Hamilton,  Washington.     5.  Read  "Sheridan's  Ride." 

Seventh    Month — Perseverance — Persistence, 

I.  Training — i.  By  choosing  to  work  steadily  at  a  difficult  task  with- 
out help  until  it  is  finished.  2.  By  unwillingness  to  admit  defeat  in  any  un- 
dertaking. 3.  By  "rushing  at  the  difficult  places  with  a  sort  of  inner  wrath 
at  himself  that  is  one  of  his  best  moral  faculties."  The  teacher  should 
studiously  develop  this  attitude  of  mind  in  the  pupil. 


262  MORALS  AND   MANNERS. 

II.  Instruction — l.  Importance  of  completing  a  task  once  begun  at  all 
cost  even  though  the  need  for  it  may  have  passed.  2.  Stumbling  blocks 
seen  as  stepping  stones.  Longfellow's,  "Mighty  Pyramids  of  stone,  That 
wedge-like  clove  the  desert  airs,  When  nearer  seen  and  better  known,  Are 
but  gigantic  flights  of  stairs."  "What  is  a  failure?  It's  only  a  spur,  To  the 
man  who  receives  it  right,  And  makes  the  spirit  within  him  stir.  To  go  in  once 
more  and  tight." — Edmund  Vance  Cooke.  3.  Persistence  irresistible.  "There 
is  a  genius  and  power  in  persistence.  It  conquers  all  opposers.  It  gives  con- 
fidence. It  annihilates  obstacles." — Mardcn.  4.  Several  examples  given  such 
as  Demosthenes  overcoming  his  stammering;  Howe  and  the  sewing  machine; 
Grant  at  Vicksburg;  in  the  Wilderness  campaign;  at  Petersburg.  "I  propose 
to  light  it  out  on  this  line  if  it  takes  all  summer." 

Eighth  Month — Character. 

I.  Training — i.  By  freeing  himself  from  the  control  of  immediate  cir- 
cumstances, which  in  the  beginning  dominate  his  thought,  feeling  and  action, 
the  child  must  through  careful  training  come  to  be  a  law  unto  himself;  he 
must  through  right  thinking  and  the  development  of  the  power  of  sustained 
attention  come  to  order  his  conduct  in  accordance  with  permanent  enduring 
ends  of  action  that  are  in  harmony  with  the  community  welfare;  this  is 
character — the  end  sought.  The  many-sided  training  of  school  life  which  re- 
quires accurate  thinking,  concentration  and  close  application,  which  awakes 
and  couples  with  appropriate  action  civic  ideals,  and  leads  the  pupil  constantly 
to  consider  the  welfare  of  others,  tends  steadily  toward  the  development  of 
social  consciousness  and  efficient  character. 

II.  Instruction — i.  Thoughts  are  real  forces  which  fashion  character. 
"We  are  the  sum  of  all  our  thoughts."  Hate,  envy,  jealousy,  evil  thoughts  in 
the  mind  leave  indelible  marks  on  character.  2.  High  aims,  noble  ideals  and 
aspirations  are  essential.  3.  But  good  thoughts  and  good  feelings  are  not 
enough ;  these  must  be  acted  upon  before  they  take  hold  of  us  effectively. 

Quotations:  "A  noble  generous  character  is  only  to  be  found  in  a  life 
devoted  to  the  helpfulness  of  others."  "Never  does  the  human  soul  appear  so 
strong  as  when  it  foregoes  revenge  and  dares  to  forgive  an  injury."  "There 
is  no  act  however  trivial,  but  has  its  train  of  consequences  on  our  character." 
"Our  characters  cannot  be  essentially  injured  except  by  our  own  acts."  "Sow 
a  thought  and  reap  an  act ;  sow  an  act  and  reap  a  habit ;  sow  a  habit  and  reap 
a  character;  sow  a  character  and  reap  a  destiny." 

Additional  Topics — Service. 

I.  Traininc — I.  By  utilizing  the  many  opportunities  for  developing  the 
habit  of  trying  to  make  others  happy  and  to  make  the  school  life  more  agreeable. 
2.  By  doing  things  for  the  sole  pleasure  of  helping  others  with  no  thought 
of  reward. 

II.  Instruction — i.  The  best  service  we  render  to  others  is  by  the  ex- 
ample we  set.  "The  only  way  you  can  help  your  fellow  man  is  being  the  noblest 
and  best  man  that  it  is  possible  for  you  to  be." — Phillips  Brooks.  Service  is 
often  unconsciously  rendered.  "The  sexton  tolling  his  bell  at  noon,  Deems  not 
that  great  Napoleon  stops  his  horse  and  lists  with  delight.  Whilst  his  files 
swing  round  yon  Alpine  height."  "Nor  knowest  thou  what  argument  Thy 
life  to  thy  neighbor's  creed  has  lent." — Emerson.  Tell  the  story  of  Browning's 
"Pippa  Passes."  3.  Opportunity  for  true  service  at  one's  own  door  and  not, 
as  we  are  prone  to  think,  far  away.  Tell  the  story  of  Sir  Launfal.  4.  Service 
to  man  is  service  to  God.  Some  good  quotations  from  Sir  Launfal.  5.  Ser- 
vice in  little  things  prepares  one  for  larger  service;  this  is  the  real  reward  of 
success.  "Do  the  duty  which  lies  nearest  thee,  thy  second  duty  will  already 
have  become  clearer." — Carlyle.  "He  that  is  faithful  in  that  which  is  least 
is  faithful  also  in  much."  6.  The  best  service  is  gladly  given  without  thought 
of  reward,  and  secretly.  "Let  not  thy  left  hand  know  what  thy  right  hand 
doeth."  7.  True  service  requires  a  strong  sense  of  duty.  "A  servant  is 
known  by  his  master's  absence." 


MORALS  AND   MANNERS.  26;^ 

Courage  and  Fortitude. 

I.  Training — i.  By  speaking  the  truth  under  difficulties,  in  choosing  to 
do  right  in  the  face  of  ridicule  or  censure,  by  undertaking  and  pushing  to 
completion  difficult  work.  "Our  doubts  are  traitors  and  make  us  lose  the  good 
we  often  might  win  by  fearing  to  attempt." — Shakespeare, 

II.  Instruction — i.  What  courage  is;  kinds — physical  and  moral,  their 
likeness  and  difference.  2.  True  courage — daring  to  do  right;  false — doing 
wrong  for  fear  of  being  charged  with  cowardice;  instances  from  history  and 
literature  of  each,  such  as  Arthur  saying  prayers  in  "Tom  ftrown  at  Rugby." 
3.  Instances  of  real  grit  in  the  community — in  everyday  work,  in  facing  diffi- 
culties, in  overcoming  failures  in  school  and  business ;  tell  the  story  of  Mark 
Twain's  business  failure  and  how  he  met  it.  4.  Possible  situations  suggested 
that  would  require  true  courage.  5.  Quotations  :  "Courage  m  danger  is  half 
the  battle." — Plautus.    "They  can  conquer  who  believe  they  can." — Emefson. 

Patriotism. 

I.  Training — i.  By  learning  to  take  care  of  library  books,  school  pro- 
erty  and  other  public  property  as  one's  own.  2.  By  raising,  saluting,  and 
lowering  the  flag,  and  by  special  celebrations.  3.  By  taking  an  active  and  in- 
telligent interest  in  governmental  activities  and  the  acts  of  public  officials. 

II.  Instructions — i.  Need  as  great  to  Hre  courageously  for  one's 
country  as  to  die  for  it.  Story  of  Nathan  Hale  with  suggestions  from  pupils 
as  to  how  such  boys  can  serve  their  country  today.  2.  All  honest  labor  true 
service  to  the  -State.  Patriotism  nf  Robert  Fulton,  Eli  Whitney,  Thomas 
Edison,  etc.  3.  "_A  public  office  a  public  trust," — its  meaning,  examples  of  its 
application— \\'aring,  Wiley.  Cleveland,  Roosevelt,  Goethalls,  etc.  4.  Obedience 
to  law  the  best  service  of  the  citizen — game  laws,  town  ordinances,  state  laws; 
Roosevelt's  definition  of  "legal  honesty."  5.  Great  need  for  "every-day" 
patriotism  in  a  republic.  6.  High  regard  for  honor  and  good  name  of  country, 
based  upon  justice, — essential  to  good  citizenship. 

Cheerfulness — Amiability. 

I.  Training — i.  By  speaking,  looking,  and  acting  cheerful,  the  habit  of 
doing  so  is  not  only  formed  but  these  actions  and  attitudes  tend  to  produce 
the  feeling  of  cheerfulness  itself.  2.  By  responding  naturally  to  the  cheerful, 
hopeful,  buoyant  spirit  of  the  school,  emanating  largely  from  the  personality 
of  an  amiable  teacher.  3.  Cheerfulness  is  not  only  catching  from  the  spirit 
of  the  teacher  but  is  partly  a  response  to  the  brightness  and  attractiveness  of 
the  physical  environment,  largely  under  the  teacher's  control. 

II.  Instruction — i.  Cheerfulness  is  .fine  service  rendered  to  others.  "If 
you  but  smile,  another  smiles,  and  soon  there's  miles  and  miles  of  smiles,  And 
life's  worth  while  if  you  but  smile."  2.  A  sure  "mark  of  nobility  of  soul. 
"Kind  hearts  are  more  than  coronets.  And  simple  faith  than  Norman  blood." — 
Tennyson.  3.  Evidence  of  complete  self-mastery,  of  triumph  over  pain, 
morbidness,  anger,  anxiety,  imaginary  dangers,  etc.  4.  Therefore  cheerful- 
ness adds  greatly  to  one's  power  and  helps  much  to  win  success.  "Wondrous 
is  the  strength  of  cheerfulness,  altogether  past  calculation  its  power  of  en- 
durance."— Carlyle.     "A  merry  heart  doeth  good  like  a  medicine." — Proverbs. 

Thoughts — Ideals. 

I.  Training — i.  Power  of  sustained  attention  is  acquired  through  the 
vigorous  mental  exercise  involved  in  directing  one's  thought  to  desired  ends 
2.  Habit  of  organizing,  systematizing,  and  classifying  facts  in  study;  drawing 
true  conclusions  from  carefully  discriminated  data.  3.  Tendency  to  examine 
impartially  both  sides  of  a  question,  to  base  conclusions  only  upon  known 
facts,  to  hold  one's  opinion  subject  to  revision  in  light  of  new  data.  Habits 
of  _  open-minded,  independent,  cautious  reasoning  are  the  direct  results  of 
training  and  instruction. 

II.  Instruction — i.  Thought  always  expresses  itself  in  conduct  some- 
where, somehow;  "Think  right  and  do' right  will  follow  thought."  2.  There- 
fore control  of  one's  conduct  means  the  control  of  the  thoughts  which   lead 


264  TWO-YEAR   HIGH    SCHOOLS. 

to  action.  "Thought  is  the  seed  of  action." — Emerson.  3.  Most  wrong  doing 
comes  from  confused  thinking  or  no  thinking.  "Oh,  I  never  thought,"  says 
the  blunderer.  4.  Thought  reveals  the  inner  condition,  "As  a  man  think- 
eth  in  his  heart  so  is  he."  5.  Thought  is  the  food  of  the  mind,  and  the  mind, 
as  the  body,  may  be  poisoned  by  its  food.  6.  Noble  conceptions  of  duty  and 
visions  of  great  service  to  mankind  have  made  conquering  heroes  of  the 
meek  and  lowly.  Stories  of  King  Arthur,  Joan  of  Arc,  Mohammed,  Lir.coln, 
etc.  Tell  the  story  of  Selene's  descending  from  heaven  to  imprint  a  kiss  upon 
the  brow  of  the  Greek  shepherd  boy,  Endymion,  that  sent  him  forth  to  be- 
come ruler  of  Hellas  and  founder  of  a  line  of  kings. 

Economy — Frugality. 

I.  Training; — i.  By  proper  care  of  tools,  toys,  books,  clothes,  food, 
school  supplies,  etc.     2.  By  earning,  saving  and  learning  to  spend  money  wisely. 

II.  Instruction — i.  Economy  applies  not  only  to  money  but  to  words, 
time,  strength,  health,  opportunity,  national  resources,  fertility  of  soils,  etc. 
2.  Wise  economy  is  not  merely  saving  but  the  proper  use  of  resources.  "If 
money  be  not  thy  servant  it  will  be  thy  master." — Bacon.  "A  man  often  pays 
dear  for  a  small  frugality." — Emerson.  3.  Saving  a  part  of  one's  earnings 
a  duty  to  society.  4.  Proper  use  and  conservation  of  natural  wealth  a  duty 
to  posterity.  The  farmer  is  under  obligation  to  leave  the  farm  more  pro- 
ductive than  he  finds  it.  "Every  life  is  meant  to  help  all  lives;  each  man 
should  live  for  all  men's  betterment.'' — Alice  Car\. 


TWO-YEAR  HIGH  SCHOOLS. 

With  Suggestions  Regarding  Advance  Work  in  Country  Schools. 

Provision  for  Rural  Eighth  Grade  Graduates — The  increasing  number  of 
recognized  high  schools  is  doing  much  to  provide  for  rural  eighth  grade  gradu- 
ates something  more  in  public  school  education  than  was  formerly  within 
their  reach. 

Recognized  High  Schools — There  are  at  present  in  the  state  recognized 
high  schools,  conforming  to  the  requirements  for  recognition  established  under 
the  law  by  the  State  Superintendent  of  Public  Instruction  as  follows : 

Recognized  four-year  high  schools....- 530 

Recognized  three-year  high  schools 75 

Recognized  two-year  high  schools 124 

Total  number  of  recognized  high  schools 729 

This  number  is  increasing  almost  daily  and  this  fact  demonstrates  the  need 
for  an  increased  number  of  high  schools  to  supply  the  pressing  demand  for 
such  instruction  to  be  given  not  only  in  cities  and  towns  but  in  the  rural  por- 
tions of  the  state,  so  that  "all  the  children  of  all  the  people"  may  have  equal 
opportunity  in  this  regard. 

The  last  legislature  passed  a  law  especially  mtended  to  meet  this  need.  Not 
only  did  this  law  provide  for  the  establishment,  in  communities  where  the  people 
desire  it,  of  "community  high  schools",  with  a  full  four-year  course  conforming 
to  the  requirements  established  by  the  Superintendent  of  Public  Instruction  for 
recognized  four-year  high  schools  and  supplying  such  instruction  to  rural  com- 
munities grouped  about  a  natural  center,  but  in  addition  provision  was  made 
for  those  portions  of  each  county  where  it  is  not  desired  or  where  for  any 
reason  it  is  not  at  present  convenient  to  form  such  community  high  school 
districts. 

Two=Year  High  Schools  in  Local  Districts. 

In  order  to  supply  the  need  for  high  school  education  the  same  law  of  1917 
provides  a  plan  whereby  almost  any  neighborhood  can  provide  for  itself  at 
least  two  years  (or  in  some  cases  three  years)  of  high  school  education  to  be 
carried  on  "at  home"  while  the  pupils  are  in  their  early  teens  and  are  still  in 


TWO-YEAR   HIGH    SCHOOLS.  265 

special  need  of  home  care  and  watchfulness.  This  plan  involves  the  establish- 
ment at  home  of  recognized  two-year  schools  conforming  to  the  requirements 
of  recognition  established  by  the  Superintendent  of  Public  Instruction,  where 
the  principal  and  three  or  even,  in  some  cases,  two  assistants  can  take  care  of 
grades  one  to  ten  inclusive  in  such  a  way  that  those  who  complete  the  ten 
grades  of  work  in  such  a  recognized  high  school  may  then,  if  they  so  desire, 
be  transferred  to  a  four-year  high  school  for  completion  of  their  full  high 
school  course,  with  full  credit  for  the  eight  units  of  high  school  work 
completed. 

Provision  for  Their  Maintenance — Moreover  this  can  be  done,  under  the 
new  law,  if  teaching  room  can  be  provided  for  the  three  or  four  teachers,  in 
such  a  wav  that  the  entire  cost  of  maintaining  such  a  recognized  two-year  high 
school  will  be  repaid  to  the  local  district  school  board  out  of  the  general  fund 
of  the  county  which  is  under  the  control  of  the  non-high  school  district  board, 
and  which  is  raised  by  a  general  tax  upon  all  the  property  of  the  county  out- 
side of  those  districts  that  already  are  maintaining  a  recognized  four-year  high 
school. 

Fuller  Information  on  this  Whole  Matter  will  Appear — This  law  opens 
the  way  for  nearly  all  eighth  grade  graduates  to  have  a  public  high  school  edu- 
cation for  after  completing  for  example  two  years'  work  in  this  home  school, 
they  may  then  go  to  any  recognized  four-year  high  school  and  have  their  tuition 
paid  out  of  this  same  fund. 

Necessity  for  High  School  Work  in  Country  Schools  Removed— There 
is  therefore  no  longer  the  same  reason,  as  heretofore  for  the  attempt,  still  kept 
up  in  a  few  counties  of  the  State,  to  have  not  only  the  work  of  the  lower 
eight  grades  taught  by  one  teacher  in  a  one-room  rural  school,  but  to  add  to 
the  duties  of  that  teacher  the  task  of  doing  the  work  of  the  ninth  and  tenth 
grades.  Very  few  counties  have  this  system  still  in  operation  and  the  working 
of  the  new  plan  under  the  new  law  should  make  it  more  and  more  apparent 
that  the  old  plan  is  not  now  needed  and  that  a  better  one  should  be  adopted. 

List  of  Studies  for  Two-Year  High  Schools — For  these  smaller  high 
schools,  already  established  or  yet  to  be  established  where  only  the  ninth  and 
tenth  grade  work  is  conducted,  where  the  teaching  force  is  small,  the  list  of 
studies  to  be  taken  can  not  include  any  wide  range  and  should  be  adapted  to 
two  things  :  first,  to  the  needs  of  the  young  people  in  such  communities,  second, 
to  the  matter  of  adjusting  themselves  to  the  curriculum  of  a  neighboring  four- 
year  high  school  where  they  may  go  for  completion  of  their  full  course. 

Requirements  for  Recognition. 

The  requirements  for  the  establishment  of  a  recognized  two-year  high 
school  in  such  communities  are  not  difficult  to  put  into  operation,  nor  burden- 
some to  maintain.     Reduced  to  their  lowest  terms  they  are  as  follows : 

(A)  Safety  and  Sanitation — A  room  in  which  the  recitations  may  be 
conducted  and  in  a  building  conforming  to  the  law  on  sanitation  and  safety; 
see  Circular  88. 

(B)  The  Teacher's  Qualifications— A  teacher  qualified  to  do  the  wqrk. 
Such  teacher  must  hold  one  of  the  following  kinds  of  certificates : 

(i)     A  supervisory  certificate. 

(2)  A  high  school  certificate. 

(3)  A  first  grade    elementary    certificate    endorsed    by    the    county 
superintendent  for  high  school  work. 

(C)  Organization  of  the  School — An  organization  involving: 

(a)  Eight  and  one-half  calendar  months  as  the  school  year; 

(b)  Not  over  seven  classes  taught  daily  by  such  teacher; 

(c)  Forty  minute  recitations  in  all  high   school  subject?   and  eighty 
minutes  when  laboratory  work  or  other  unprepared  work  is  done ; 

(d)  Full  time  of  teacher  devoted  to  the  high  school  classes   (except 
by  special  arrangement  with  the  Department  of  Public  Instruction). 

(D)  A   Working   Library — A    supply    of   books    for    actual    use   by    the 


266  TWO-YEAR   HIGH    SCHOOLS. 

students  such  as  is  indicated  in  Circular  120,  "A  Working  Library".     The  total 
cost  is  not  likely  to  be  more  than  $60.00  or  $80.00. 

(E) — Science  'Apparatus — A  supply  of  apparatus  for  use  by  pupils  them- 
selves (as  well  as  by  the  teacher)  in  connection  with  the  work  in  each  science 
course  maintained.  It  is  generally  better  to  offer  but  one  year  of  science  work, 
and  the  cost  for  apparatus  for  this  single  year  of  elementary  science  may  run 
from  $60.00  to  $100.00. 

A  few  two-year  schools  prefer  to  offer  two  years  of  science  and  are  able 
to  do  so  fairly  well.  The  apparatus  for  both  these  courses  will  cost  perhaps 
$150.00. 

(F)  List  of  Studies — A  "program"  or  course  of  studies,  properly  adapted 
to  the  needs  of  the  pupils  in  the  community,  the  equipment  of  the  school  for 
its  work  and  the  relation  of  this  school  to  the  fully  organized  and  recognized 
four-year  high  schools  of  the  vicinity  to  which  its  pupils,  after  completing  the 
courses  offered  in  their  home  school  may  go  for  completion  of  their  high 
school  education. 

Some  Variations  Possible — The  list  of  studies  to  be  offered  and  taught 
may  within  reasonable  limitations,  differ  somewhat  in  different  communities,  but 
it  is  practically  impossible  in  so  small  a  school  to  allow  much  variation  in  the 
work  taken  by  different  pupils  in  the  same  school.  The  list  of  studies  must  be 
fixed  and  prescribed  for  all  pupils  in  each  year  or  grade. 

Classification  of  Subjects — The  studies  usually  offered  in  fully  equipped 
four-year  high  schools  are  classified  as  below:  English,  foreign  languages, 
mathematics,  social  sciences  (including  history,  civics  and  economics),  natural 
sciences,  manual  and  fine  arts,  commercial  studies. 

Care  in  Selecting — Year  courses  in  any  of  these  fields  and  half-year 
courses  in  some  of  them  may  very  well  be  included  within  the  first  two  years 
of  a  high  school  program,  but  in  each  group  named  above  there  must  be  care 
exercised  to  select  those  courses  which  are  appropriate  for  the  first  two 
years  of  the  high  school. 

Three  Groups — The  year  courses  (or  half  year  courses)  belonging  under 
these  various  heads  may  be  classified  into  three  groups  : 

(ist)  Those  that  must  be  included  in  the  program  of  every  recog- 
nized two-year  high  school ; 

(2nd)  Those  that  must  not  be  included  in  the  program  of  any 
recognized  two-year  high  school ; 

(3rd)     Those    that,    under    certain    circumstances    and    with    certain 
limitations,   may   be   included   in   the   program   of   a   recognized   two-year 
high  school. 
Must  Be  Included — ist.    Those  that  must  be  included, 

(a)  One  full  unit  of  English  for  each  year  of  the  school — two  years 
for  a  two-year  school.  See  below  for  discussion  of  the  aim  of  such 
courses. 

(&)     Enough  of  physiology  to  comply  with  the  requirements  of  the 
statute  which  prescribes  that  physiology  must  be  taught  to  all  pupils   in 
the  ninth  grade   (as  in  each  lower  grade  above  the  third.)     (See  Section 
273  of  the  Illinois  school  law.  Circular  No.  93  issued  by  the  Department 
of  Public  Instruction.) 
Must  Not  Be  Included — 2nd.    Those  that  must  not  be  included  in  the  first 
two  years  of  a  recognized  high  school  are  these : 
(a)     Solid  geometry  and  trigonometry; 
{b)     American  history  and  economics; 
{'c)     Physics,  chemistry  and  astronomy. 
May  Be  Included — 3rd.     The  following  subjects  may  be  taught  in  a  two- 
year  high  school  under  the  limitations  named ; 

(a)  Algebra  one  unit.  A  half  unit  of  advanced  algebra  should  be 
postponed  to  the  third  year ;  it  may  even  be  presented  in  the  second  year 
if  there  is  good  reason  therefor,  but  generally  the  second  unit  should  be 


TWO-YEAR   HIGH    SCHOOLS.  267 

plane  geometry.  This  latter  may  be  taught  in  either  the  second  or  the 
third  year. 

{b)  Ancient  history,  (one  year)  or  General  history  (one  year)  or 
European  history  to  1400  A.  D.  (one  year)  may  be  taught  in  the  9th  or 
the  loth  grade.  The  last  of  the  three  named  is  especially  recommended 
as  being  in  accord  with  the  latest  and  best  opinion  of  experts. 

Only  one  of  these  three  courses  in  history  should  be  offered  in  any 
two-year  school. 

(c)  Mediaeval  and  Modern  hisiory  (one  year)  or  European  history 
since  1400  A.  D.  (one  year) — not  both — may  be  taught  in  the  loth  grade, 
hilt  the  former  must  be  preceded  by  a  year's  course  in  Ancient  history, 
and  the  latter  must  be  preceded  by  European  history  before  1400  A.  D. 

Each  of  these  is  a  difficult  course  dealing  with  great  complexity  of 
causes  and  events  and  it  is  usually  better  to  postpone  either  of  them 
until  the  nth  grade. 

(d)  Cizncs  (one-half  unit).  This  subject  in  an  elementary  form  may 
very  well  be  presented  as  a  half-year  course  in  the  9th  grade,  but  great 
care  should  be  taken  in  the  selection  of  a  textbook. 

(e)  Any  one  of  the  following  natural  sciences  as  half-year  subjects 
may  be  taught  in  the  first  year, — botany,  zoology  or  physical  geography — 
the  other  half  of  the  year  being  taken  up  with  physiology  as  suggested 
above.     Or  any  one  or  two  of  them  may  be  taught  in  the  second  year. 

A  year  course  in  general  science  (if  it  includes  enough  physiolog>'  to 
satisfy  the  law),  is  a  good  science  course  for  the  9th  grade  and  if  taught 
in  that  year.  It  provides  a  good  preparation  for  any  other  science  work 
that  may  be  taken  later.    Care  should  be  exercised  in  selecting  a  textbook. 

For  any  of  these  science  courses  a  recognized  high  school  must  pro- 
vide itself  with  apparatus  for  the  use  of  both  teacher  (in  demonstration) 
and  pupils  (in  experimentation)  in  accordance  with  the  standards  set 
forth  in  Circular  112. 

For  discussion  of  plans  of  alternation  of  these  subjects  see  below. 

Physical  geography,  botany  and  zoology  may  each  be  taught  as  a 
half-year  course  or  as  a  year  course.  If  taught  as  year  courses  they  are 
better  postponed  to  the  third  and  fourth  year  (except  in  larger  schools 
with  well-equipped  laboratories). 

Agriculture  may  be  offered  as  a  tenth  grade  full-year  subject.  It 
should  be  preceded  by  a  year's  work  in  some  other  science — preferably  a 
year  of  general  science.  See  bulletin  No.  129  on  this  subject  issued  by  the 
Department  of  Public  Instruction.  (N.  B. — A  second  year  of  agriculture 
may  be  offered  in  the  eleventh  grade  of  a  school  with  three  years'  work, 
as  described  in  that  bulletin.) 

(/)  Manual  training  is  an  excellent  subject  for  the  ninth  and  tenth 
grades.  It  requires  a  special  room  and  special  equipment  of  tools  and 
benches  and  therefore  should  not  be  offered  unless  the  school  can  provide 
these.  A  single  year's  course  in  manual  training  is  all  that  should  be 
attempted  in  most  small  schools.  This  will  include  the  bench  work  in 
wood. 

If  a  second  year  course  in  manual  training  is  to  be  undertaken  in  any 
school  this  means  the  equipping  of  the  school  with  power  lathes  for 
wood  turning — which  is  not  usually  considered  possible  in  small  schools. 
The  important  thing,  however,  is  that  witlwut  such  equipment  no  recog- 
nized high  school  can  give  credit  for  more  than  one  unit  of  manual  train- 
ing. "Manual  Training  11"  does  not  mean  making  a  few  more  tables 
and  chairs  and  porch  swings. 

The  time  given  to  any  manual  training  course  must  be  80  minutes 
daily  for  one  credit. 

{g)  Freehand  and  mechanical  drawing  are  proper  subjects  for  the 
early  years  of  a  high  school  program,  but  the  teacher  must  be  specially 


268  TWO-YEAR   HIGH    SCHOOLS. 

trained  to  do  such  work  and  there  must  be  a  room  and  proper  equipment 
and  the  work,  in  order  to  be  counted  as  deserving  one  unit  of  credit,  in 
a  year,  must  be  taken  for  80  minutes  daily. 

(h)  Music  for  credit  is  usually  impossible  in  smaller  high  schools. 
If  any  community  wishes  to  introduce  music  for  credit,  the  Department 
of  Public  Instruction  will  give  assistance  in  detailing  the  standards  to 
be  applied. 

(i)  The  commercial  studies  that  are  allowable,  under  favorable  con- 
ditions, in  a  two-year  high  school  are  these:  bookkeeping  (one  year), 
commercial  geography  (one-half  year),  commercial  arithmetic  (one-half 
year).  Shorthand  and  typewriting  are  not  likely  to  be  called  for  in  small 
high  schools,  and  should  not  ordinarily  be  attempted. 

A  Two=Year  Program. 

(A)  With  a  Foreign  Language — The  foreign  language  may  be  Latin  or 
Spanish  or  French  or  German,  but  none  of  these  should  be  taught  unless  there 
is  a  teacher  specially  qualified  to  do  such  work  as  would  readily  be  given  full 
credit  in  a  recognized  four-year  high  school. 

No  foreign  language  should  be  taken  b}^  a  pupil  unless  the  pupil  is  to 
complete  two  full  years  of  one  language. 

Ninth  Grade.  Tenth  Grade. 

English   I  English  II 

Algebra  I  Plane  Geometry 

Latin  I      (See  above)  Latin  II     (See  above) 

General   Science  European  History 

(Including  Physiology)  (to  1400  A.  D.) 

(a)  Not  less  than  four  masterpieces  of  English  each  year  should 
be  carefully  studied.  In  addition  an  equal  number  should  be  read  and 
reported  on.  The  principles  and  practice  of  English  composition,  both 
oral  and  written,  should  occupy  approximately  half  the  time  given  to 
English  in  each  of  the  two  years. 

(b)  Algebra  I  should  include  elementary  quadratics  and  to  make 
room  for  this  work  in  the  first  j^ear  such  topics  as  these  should  be 
omitted  entirely :  complicated  factoring,  simultaneous  equations  with  more 
than  three  unknowns,  binomial  theorem,  cube  root,  remainder  theorem, 
imaginaries  and  extensive  manipulation  of  radicals,  H.  C.  D.  and  L.  C. 
M.  by  method  of  continued  division,  inequalities,  indeterminate  equations, 
difficult  general  solutions  and  discussions. 

(c)  Two  years  of  one  of  the  modern  languages  may  be  offered 
instead  of  Latin.  Which  modern  language  it  is  wise  to  teach,  if  any, 
is  a  question  of  broader  import  than  should  be  discussed  here.  .(See 
below,  under  four  year  high  schools.) 

(d)  A  course  in  general  science  should  occupy  a  full  year  and 
must  include  enough  physiology  to  satisfy  the  law  which  requires  the 
teaching  of  that  subject  in  the  ninth  grade.  There  must  be  opportunity 
for  practice  on  the  part  of  the  pupils  in  the  performing  of  laboratory 
experiments  and  sufficient  apparatus  must  be  provided  for  that  purpose. 
For  guidance  in  this  matter  see  Circular  112. 

(e)  Instead  of  a  course  in  general  science  there  may  be  given  one- 
half  year  of  physiology  and  one-half  year  either  of  physical  geography 
or  of  elementary  civics  or  of  botany  or  of  commercial  geography.  The 
requirements  regarding  apparatus  apply  to  all  science  courses. 

(/)  Whichever  of  these  plans  is  followed  for  the  fourth  unit  of 
the  ninth  grade,  here  is  where  alternation  must  be  practiced  if  all  the 
high  school  work  is  to  be  done  by  the  principal.  The  two  grades  should 
be  combined  in  the  science  (or  other  ninth  grade  work)  in  one  year, 
and  in  the  history  in  the  alternate  year. 

(g)  The  unit  of  European  history  to  be  taught  is  probably  best 
defined  as  above,  but  in  some  instances  the  teacher  may  prefer  to  cover 


TWO-YEAR    HIGH    SCHOOLS.  269 

only  the  ground  of  what  has  usually  been  called  "Ancient  history"  i.  e. 
to  800  A.  D. 
(B)  Without  a  Foreign  Language — In  many  communities  there  is  a 
feeling  that  no  foreign  language  should  be  undertaken  and  that  it  is  impossible 
to  insist  upon  the  employment  of  teachers  who  are  prepared  to  give  such  in- 
struction. It  is  possible  to  make  selection  of  studies  that  will  make  a  strong 
two-year  course  without  any  foreign  language. 

The  English  and  the  general  science  and  European  history  should  be  in- 
cluded just  as  given  in  Plan  A.  In  many  such  communities  there  will  be  a 
desire  also  to  retain  the  two  units  of  mathematics  given  in  Plan'  A  . 

This  situation  will  call  for  the  selection  of  two  units  to  take  the  place  of 
the  two  units  of  foreign  language.  These  two  units  may  be  chosen  from  the 
commercial  studies  such  as  arithmetic,  geography,  bookkeeping ;  or  from  the 
fine  and  manual  arts,  such  as  drawing,  shop  work  and  household  arts ;  or  from 
science,  such  as  botany,  zoology,  and  agriculture. 
The  program  of  studies  would  then  stand  thus: 

Ninth  Grade.  Tenth  Grade. 

English  I  English  II 

Algebra  I  Plane  Geometry 

Selected  study  Selected  study 

General  Science  European  History 

(Including  Physiology)  (to  1400  A.  D.) 

Notes  a,  b,  d,  c,  f,  and  g  (appearing  above)  apply  equally  under  Plan  B. 

(i)  If  manual  training  is  taught,  only  one  year  can  be  offered  for 
should  occupy  a  whole  year,  should  require  eighty  minutes  daily,  should 
have  the  proper  equipment  needed  for  such  work,  and  must  be  taught 
by  a  teacher  with  qualifications  for  doing  the  work. 

(0  If  manual  training  is  taught  only  one  year  can  be  offered  for 
credit.  "Manual  Training  11"  means  wood  turning  with  lathes  and 
these  schools  are  not  prepared  for  that.  The  year's  work  in  manual 
training  requires  (i)  a  separate  room,  (2)  adequate  benches  and  tools, 
(3)   a  teacher  trained  for  the  work,   (4)   eighty  minute  periods  daily. 

(/)  If  the  domestic  science  course  includes  cooking  it  should  be 
given  only  to  tenth  grade  girls  after  the  completion  of  general  science  (or 
other  elementary  science).  It  must  in  any  case  be  a  year's  work'  and  it 
requires  (i)  a  separate  room,  (2)  adequate  appliances  for  the  work, 
(3)  a  teacher  trained  for  the  work,  (4)  daily  recitations  with  eighty 
minute  periods  at  least  three  times  a  week. 

If  sewing  alone  is  taught  it  may  be  given  in  the  ninth  grade. 
(k)     If  drawing  is  offered  for  credit  special  requirements  are  made; 
write  to  the  State  Supervisor  of  High  Schools  for  information. 

(/)  A  year's  work  in  botany  and  zoology  may  be  given  in  the  tenth 
grade.  It  requires  the  supplying  of  apparatus  according  to  circular  112 
and  laboratory  practice  (eighty  minute  periods)  twice  a  week. 

(»;)     A  year's  work  in  agriculture  may  be  given  in  the  tenth  grade. 
It  must  be  preceded  by  a  year  of  general   (or  other  elementary)   science, 
and  it  should  follow  in  all  particulars  the  general  requirements  set   forth 
in  the  bulletin  on  agriculture  issued  by  the   State  Department  of   Public 
Instruction.     See  circular  129. 
Three  Teacher  Schools — In  those  communities  where  three  teachers  are 
attempting  to  carry  on  the  work  of  ten  grades  one  of  two  things  must  be  done  : 
Either   (ist)   there  must  be  a  much  greater  and  indeed  an  excessive 
and  unfortunate  amount  of  combining  of  grades  and  alternating  of  sub- 
jects.    For  guidance  in  such  cases  see  circular  107; 

Or  (2nd)  there  must  be  another  teacher  employed  for  the  lower 
grades  (except  when  the  enrollment  in  those  grades  is  very  small)  so 
that  the  full  teaching  time  of  the  principal  can  be  given  to  the  high 
school  classes  without  the  necessity  for  alternation  more  than  is 
approved  of. 


270  THREE  AND   FOUR-YEAR    HIGH    SCHOOLS. 

N.  B.  The  cutting  down  of  recitation  periods  below  the  standard  of  forty 
minutes  in  the  high  school  should  never  be  resorted  to  and  will  cancel  recog- 
nition of  the  school. 

N.  B.  A  recognized  two  year  high  school  must  be  provided  with  a  working 
library.    Circular  120  gives  full  guidance. 

It  is  plain  from  the  foregoing  that  a  school  with  only  two  teachers  (much 
less  one  teacher)  should  not  undertake  any  high  school  work,  and  it  will  appear 
upon  investigation  that  in  few.  if  any  instances,  will  it  be  found  necessary. 

Three=Year  High  Schools. 

All  that  has  been  said  about  recognized  two-year  high  schools  in  their  re- 
lation to  the  tuition  fund  and  the  non-high  school  district  applies  in  exactly 
the  same  way  to  recognized  three-year  high  schools.  _ 

Any  community  that  can  conform  to  the  requirements  for  a  recognized 
three-year  high  school  can  come  under  the  workings  of  the  law  whereby  the 
expense  of  maintaining  such  high  school  is  paid  to  the  local  district  board  by 
the  non-high  school  district  board  of  the  county. 

Any  community  considering  the  establishment  of  a  recognized  three-year 
high  school  or  the  development  from  a  two-year  school  into  a  three-year 
school  should  remember  these  points : 

1.  Such  a  change  requires  the  employment  of  one  more  teacher  who 
shall  under  ordinary  circumstances  give  full  time  to  the  high  school. 

2.  This  means  the  providing  of  another  recitation  room. 

3.  It  means  also  a  careful  selection  of  the  proper  subjects  to  be 
added  to  the  curriculum. 

4.  (a)  The  only  prescribed  additional  subject  is  English  III,  which 
should  continue  the  lines  of  work  started  in  the  earlier  years  with  a 
more  definite  recognition  of  the  literatures  and  with  opportunity  for 
instruction  and  practice  in  argumentation. 

(b)  If  European  history  to  1400  A.  D.  has  been  taught,  there 
should  be  in  the  third  year  a  full  unit  of  modern  European  history. 

(c)  American  history  should  not  be  taught  except  when  Euro- 
pean history  in  full  is  covered  in  the  first  two  years.  The  year's  work 
in  American  history  may  include  a  semester  of  civics. 

(d)  If  physics  is  undertaken  this  v/ill  involve  a  laboratory 
fitted  up  specially  according  to  circular  112,  a  teacher  qualified  for  the 
work,  and  laboratory  practice  by  the  pupils  twice  a  week  with  eighty 
minute  periods. 

(e)  A  year  of  advanced  mathematics  including  advanced  algebra 
and  solid  geometry  is  acceptable. 

(/)  Foreign  language  work,  any  science  work  not  given  before 
and  for  which  the  school  is  equipped,  work  in  commercial  subjects  or  in 
agriculture  or  manual  training  or  household  science  is  appropriate  for 
this  year  with  the  restrictions  already  indicated. 

5.  A  recognized  three-year  high  school  must  have  a  fuller  and  richer 
library  than  a  two-year  high  school.  Consult  circular  120  for  guidance 
in  this  matter.  Books,  maps  and  periodicals  should  be  in  proportion  to 
the  larger  work  undertaken. 

Four=Year  High  Schools. 

A  four-year  high  school  should  be  looked  upon  as  a  complete  institution, 
crowning  the  work  of  the  lower  grades  with  a  well-rounded  four-year  course 
that  will  fit  the  student  as  well  as  can  be  done  in  the  time  and  under  the 
circumstances  for  his  responsibilities  as  a  self-supporting  man  or  woman  and 
recognizing  also  his  responsibilities  as  a  citizen — whether  he  continues  in  special 
training  in  college  or  other  higher  institution  of  learning  or  not. 

Such  an  institution,  if  properly  housed,  equipped  and  manned,  doing  the 
work  of  a  standard  course  according  to  requirements  fixed  by  the  Superin- 
tendent of  Public  Instruction  is  a  fully  recognized  four-year  high  school. 

Each  school  attempting  four  years  of  work  should  be  a  recognized  four- 
year  high  school.     Nearly  all  in  the  state  have  already  received   either  regular 


FOUR-YEAR   HIGH   SCHOOLS.  27I 

or  probationary  recognition.  The  latter  is  given  to  a  few  schools  which  under 
a  capable  principal  are,  in  spite  of  the  handicap  of  deficiency  in  some  particulars, 
doing  acceptable  v/ork  and  the  recognition  lasts  until  such  principal  leaves, 
when  a  new  application  and  investigation  must  be  made.  Regular  recognition 
on  the  other  hand  continues  unless  a  specific  deterioration  in  the  school  occurs. 
Each  of  these  two  kinds  of  recognition  gives  the  same  privileges  in  regard  to 
tuition  and  in  regard  to  teacher's  certificates.  Four-year  high  schools  with 
regular  recognition  are  entitled  to  accrediting  privileges  with  all  recognized 
higher  institutions  of  the  state  (except  the  University  of  Illinois  which  con- 
tinues its  own  system  of  inspection  and  accrediting).  Four-year  high  schools 
with  probationary  recognition  have  not  this  privilege  with  the  higher  insti- 
tutions of  learning. 

There  ought  not  to  be  any  four-year  high  schools  in  the  state  that  do  not 
seek  and  receive  either  regular  or  probationary  recognition.  As  a  matter  of 
fact  there  are  less  than  ten  such  left  in  the  whole  state  and  most  of  them  arc 
already  applying  for  recognition. 

A  recognized  four-year  high  school  may  be  maintained  in  a  city  or  village 
as  a  part  of  a  regular  system  of  schools  or  it  may  be  maintained  as  a  township 
high  school  either  under  the  general  school  law  or  under  the  Act  of  191 1  (and 
validated  by  the  fiftieth  general  assembly)  or  it  may  be  a  community  high 
school  as  provided  for  by  the  law  of  1917. 

The  number  of  recognized  four-year  high  schools  both  "regular"  and 
"probationarv"  under  each  of  these  heads  is  as  follows  : 

R.         Pr. 

City  high  schools 309  51 

Township  high  schools 147  24 

Community  high  schools 

456  75 

N.  B.  None  of  the  new  community  high  schools  have  as  yet  applied  for 
recognition. 

All  of  these  are  expected  to  and  do  conform  to  the  requirements  set  forth 
in  circulars  85,  107,  112  and  120  which  will  be  supplied  upon  application  to  the 
Superintendent  of  Public  Instruction  who  will  give  full  information,  guidance 
and  assistance  to  any  school  seeking  recognition.  These  requirements  need 
not  be  repeated  here. 

It  may  be  well  to  present  here  certain  suggestions' however  concerning  the 
selection  and  arrangement  of  studies  in  a  four-year  high  school. 

Some  schools  present  too  narrow  and  rigid  a  program  of  studies  and  thus 
fail  to  satisfy  the  real  needs  of  their  communities.  The  inclusion  of  manual 
training  (at  least  a  year's  work),  household  science  and  art,  agriculture  and 
commercial  studies  or  of  siome  of  these  in  the  program  of  studies,  if  the  school 
will  make  the  necessary  expenditure  for  equipment  and  trained  teachers,  will 
often  hold  young  people  in  school  longer  and  help  to  get  for  them  the  develop- 
ment under  favorable  conditions  of  training  which  both  they  and  the  com- 
mimity  need. 

There  are  scores  of  high  schools  in  small  towns  and  villages  where  the 
agricultural  interest  is  dominating  in  which  agriculture  should  be  taught  and 
required.  A  bulletin  for  guidance  in  this  direction  has  been  issued  by  the 
Department  of  Public  Instruction  (Send  for  Circular  129).  It  no  doubt  will 
be  welcomed  wherever  the  subject  is  already  taught  and  it  should  be  studied  in 
many  others. 

Similar  bulletins  for  some  of  the  other  subjects  will  appear  later. 

On  the  other  hand  there  are  a  few  schools  which  are  undertaking  altogether 
too  wide  a  range  of  subjects  for  the  equipment  and  teaching  force  which 
they  have. 

A  four-year  high  school  with  three  teachers  can  do  little  or  nothing  in 
the  way  of  offering  a  range  of  electives.  It  must  determine  a  list  of  studies 
for  each  year  and  then  adhere  to  that  list.  Without  any  combining  of  classes 
in  a  school  where  no  electives  are  offered  at  all  there  must  be  formed  sixteen 


2/2  FOUR-YEAR   HIGH   SCHOOLS. 

classes  each  year  and  all  these  must  be  taught  every  day.  This  means  two 
teachers  with  five  classes  each  and  one  teacher  with  six  classes. 

Even  with  such  measure  of  combination  of  grades  and  alternation  of  sub- 
jects as  is  allowable,  the  list  can  hardly  be  reduced  to  less  than  fourteen  or 
possibly  thirteen. 

This  plainly  means  "no  electives". 

If  for  example  a  school  offers  and  requires  for  graduation  four  units  of 
English,  three  units  of  history,  three  units  of  science,  two  units  of  mathematics 
and  four  units  of  foreign  language — sixteen  units  in  all;  then  if  that  school 
decides  to  "put  in"  manual  training  or  household  science  or  agriculture  allow- 
ing the  pupils  to  choose  some  of  them  instead  of  certain  units  of  the  subjects 
named  above  with  a  free  choice  by  individual  pupils,  then  that  means  the 
addition  of  one  or  two  or  more  classes  to  the  daily  schedule  and  the  three 
teachers  cannot  get  it  all  done;  another  teacher  must  be  employed. 

There  are,  moreover,  growing  schools  in  which  the  minimum  requirements 
are  met — "full  time  of  three  teachers  in  the  high  school", — but  in  which  the 
increase  in  enrollment  loudly  calls  for  the  employment  of  more  teachers.  A 
high  school  with  an  enrollment  of  ninety  pupils  is  altogether  too  large  for  three 
teachers ;  in  fact  any  school  above  sixty  in  enroJlment  needs  another  teacher. 

Any  reasonable  arrangement  of  subjects  will  be  approved.  These  general 
cautions  should  be  observed : 

1.  American  history  shall  be  required  of  all  pupils. 

The  proper  place  for  American  history  is  in  the  fourth  year  and  if  possible 
it  should  be  preceded  in  all  cases  by  two  years'  study  of  European  history  in 
the  high  school. 

The  year  course  may  divide  the  time  between  history  and  civics,  but  since 
American  history  is  so  full  and  rich  a  study  and  should  be  related  to  a  study 
of  current  events,  it  is  highly  desirable  to  give  a  full  year  to  American  history 
and  to  make  civics  an  additional  half-unit  of  work. 

American  history  may  be  alternated  with  any  unrelated  subject  set  for  the 
third  year,  provided  such  alternation  does  not  interfere  with  the  previous 
historical  study  suggested. 

2.  Physics  is  usually  better  taught  in  the  fourth  year,  especially  in  a  small 
high  school.  The  pressure  in  late  years,  we  may  be  glad,  is  more  and  more 
in  favor  of  humanizing  the  high  school  physics  course,  so  that  the  relation 
between  these  studies  and  the  pressing  problems  of  surrounding  life  may  at 
least  be  suggested  to  the  pupil  by  his  study  of  the  subject. 

3.  Chemistry  is  usually  not  to  be  taught  in  a  small  high  school.  The  sug- 
gestion of  chemical  changes  made  in  a  good  general  science  course  is  what 
every  pupil  needs  and  a  more  extended  laboratory  course  is  better  taken  up  in 
college  except  for  those  in  a  large  high  school  who  are  favorably  situated  for 
selecting  courses  to  meet  their  future  needs. 

4.  A  year  of  advanced  mathematics — one-half  year  each  of  advanced  algebra 
and  solid  geometry  is  offered  and  required  in  many  small  four-year  high  schools. 
Such  a  unit  is  acceptable  but,  except  for  those  schools  equipped  for  offering 
electives,  it  is  for  most  pupils  better  to  give  something  more  needed  by  most 
of  them  than  this  third  year  of  mathematics.  Such  courses  as  these  are  often 
times  wisely  substituted :  bookkeeping,  civics  and  economics,  agriculture  (a 
second  year),  commercial  geography  and  commercial  law,  another  year  of 
science.  The  reduction  of  the  requirement  in  mathematics  for  university  ad- 
mission from  two  and  one-half  units  to  two  units  is  indicative  of  the  change 
in  this  matter. 

5.  Shorthand  and  typewriting  are  needed  in  some  communities  but  should 
not  be  taught  in  most  small  schools  without  facilities  for  offering  a  range  of 
electives.  If  offered  they  are  to  be  treated  as  non-preparation  studies,  demand- 
ing eighty  minute  periods  as  does  bookkeeping. 

6.  A  few  high  schools  offer  but  three  years  of  English  and  others  that 
offer  four  years  require  but  three  for  graduation.  In  most  schools  four  years 
of  English  ought  to  be  offered  and  required  of  all  pupils.     If  the  foundation 


/i 


FOUR-YEAR   HIGH    SCHOOLS.  273 

work  is  thoroughly  done  and  if  an  English  teacher  will  study  carefully  the 
development  of  her  English  curriculum  in  the  light  of  the  best  modern  thought 
and  experiments,  it  will  be  possible  so  to  carry  through  the  four  years  of 
work  as  to  deserve,  and  by  p-^rsistence  to  secure,  four  units  of  entrance  credit 
for  four  years  of  English  from  the  stronger  universities  and  colleges.  This  is 
a  result  to  be  hoped  and  striven  for.  Every  English  teacher  ought  to  secure 
and  study  the  following: 

Circular   120 — State  Department   of   Public  Instruction — "A   Working 

Library." 

Bulletin,    1917 — No.  2 — U.    S.   Bureau   of   Education — "Reorganization 

of  English  in  Secondary  Schools." 

Circular   containing  "A   Brief   Summary   of   the   Forthcoming   Report 

of  the  National  Joint  Committee  on  the  Reorganization  of  High  School 

English."     Apply    to    the    chairman,    James    F.    Hosic,    Chicago    Normal 

School,  Chicago,  Illinois. 

7.  Foreign  language  study  is  of  value  if  w'ell  taught.  Modern  foreign 
languages  are  all  of  value  for  cultural  purposes  if  pursued  far  enough.  Their 
study  for  what  may  be  called  sentimental  reasons  is  hardly  deserving  of  large 
consideration  in  fixing  a  school's  program  though  such  causes  sometimes  operate 
with  individual  pupils  who  are  choosing. 

There  is  oftentimes  some  value  in  the  study  of  modern  foreign  languages, 
because  of  their  practical  use  in  the  business  of  life.  For  economic  reasons 
and  for  social  reasons  in  the  larger  sense  of  the  term  a  strong  argument  is 
made  in  favor  of  the  study  of  Spanish  in  the  high  schools,  but  of  course  it 
should  not  be  tmdertaken  except  when  a  properly  qualified  teacher  can  be 
employed. 

8.  The  study  of  Latin  can  be  made  of  the  highest  practical  value  if  skill- 
fully taught— if  taught,  as  it  can  be  taught,  in  such  a  way  as  to  make  manifest 
its  vital  relation  in  a  hundred  ways  to  modern  life  and  thought,  and  particularly 
to  the  English  language.  Some  Latin  teachers  are  fully  awake  to  those  possi- 
bilities and  to  the  great  service  which  they  can  render  to  secondary  education 
by  working  in  this  direction,  and  many  other  Latin  teachers  need  waking  up 
on  this  matter. 

If  Latin  is  taken  at  all  it  must  be  taken  two  years  to  receive  recognition. 
Three  years  are  of  course  better  and  four  years  are  best — if  it  is  well 
taught;  if  not  well  taught  even  one  year  is  too  much. 

Suggested  Programs   of   Studies  for  Four=Year   High   Schools. 
Plan  A   (With  a  Foreign  Language) 
English  I  English  III 

Language  Language 

Algebra  I  Elective 

General  Science  European  History  since  1400  A.  D. 

English  II  English  IV 

Language  Language 

Plane  Geometry  Physics 

European  History  to  1400  A.  D.  American  History  and  Civics 

Suggestions  regarding  the  language  work  to  be  taught,  regarding  electives, 
and  regular  substitutes  also  will  be  made  upon  inquiry. 

Plan  B  (Without  a  Foreign  Language) 

English  I  English  III 

Algebra  I  Elective 

Elementary  Civics  ^  European  History  since  1400  A.  D. 

Commercial  Geography  Yz  Elective 

General  Science  ^ng\hh  IV 

English  II  Elective 

Plane  Geometry  American  History  Y^,  and  Civics  Y2 

European  History  to  1400  A.  D.  Physics 
Elective 


2/4  BOYS     AND    GIRLS     CLUB    WORK. 

Such  subjects  as  the  following  may  be  chosen  to  supply  the  four  elective 
units : 

Agriculture — one  or  two  units — for  hoys. 

Daily  recitations  with  double  periods  at  least  twice  a  week. 
Household  Economics- — one  or  two  units — for  girls. 

Daily  recitations  with  double  periods  at  least  twice  a  week. 
Manual  Training — one  unit,  (or  two  units  if  there  is  lathe  equipment). 

Double  periods  daily. 
Sciences    such    as    Botany,    Zoolog}',    Physical    Geography    or    even 
Chemistry  if  there  is  good  reason  for  it.     Double  laboratory  periods  twice 
a  week. 

A  third  year  of  mathematics,  viz..  Algebra  II  and  Solid  Geometry. 
Commercial  studies,  viz.,  Bookkeeping  and  Commercial  Arithmetic. 
There    ire   other   studies   allowed   when   there   is   a   real    demand    for 
them.     See  circular  85. 

9.  Many  four-year  high  schools  both  small  and  large  that  are  fairly  well 
equipped  in  other  particulars,  are  most  inadequately  supplied  with  good  wall 
maps. 

It  is  impossible  to  teach  history  adequately  without  wall  maps.  An  invest- 
ment of  $25.00  or  $50.00  for  this  purpose  in  a  small  school  will,  in  the  hands 
of  an  energetic  and  skillful  teacher,  bring  returns  hardly  surpassed  by  a  similar 
amount  spent  in  any  other  way.     See  circular  120. 

10.  Use  of  periodicals.  It  is  worth  while  to  emphasize  here  the  value  of 
the  use  of  good  periodicals  in  high  school  work  in  English,  history,  science, 
language  and  other  subjects.  Read  circular  120  on  this  subject.  All  wide  awake 
high  schools  spend  some  money  on  good  perodicals  and  find  it  well  worth 
the  cost  and  care. 


BOYS'  AND  GIRLS'  CLUB  WORK. 

Definitions. 

The  term  "club  work"  as  used  in  this  section  applies  to  home-project  work 
in  agriculture  and  home-making,  of  economic  and  vocational  value,  carried  on 
by  boys  and  girls  between  the  ages  of  10  and  18  who  are  organized  into  local 
clubs  for  social  purposes  as  well  as  for  educational  work  relating  to  the  project. 

The  term  "home  project"  or  "project"  as  used  in  this  section  refers  to  a 
scientific  farm  or  home  enterprise  undertaken  by  a  club  member.  A  general 
plan  for  the  project  is  outlined  and  certain  minimum  essentials  are  prescribed. 
The  list  of  projects  for  the  state  and  a  description  of  each  will  be  found  in 
Extension  Circular  5  and  other  special  literature  issued  by  the  State  Leader 
in  Junior  Extension,  College  of  Agriculture,  Urbana,  Illinois. 

Advantages  and  Difficulties. 

Before  attacking  a  new  problem  it  is  well  to  know  not  only  the  advantages 
to  be  gained  by  its  solution,  but  likewise  the  difficulties  to  be  encountered.  Some 
of  the  advantages  of  club  work  to  school,  home,  and  community,  and  some  of 
the  difficulties  which  club  leaders  may  meet  are  enumerated  below. 

Advantages. 

1.  Club  work  gives  boys  and  girls  a  chance  to  become  a  part  of  the  move- 
ment for  better  agriculture  and  better  living  as  represented  by  such  agencies 
as  public  school  systems,  farm  bureaus  and  farmers'  institutes. 

2.  It  helps  boys  and  girls  to  achieve  success  in  manly  and  womanly  jobs. 
How  many  boys  and  girls  never  know  anything  but  failure  because  they  do 
not  succeed  in  school  tasks !  The  habit  of  success  is  easily  acquired,  and  many 
will  strive  to  succeed  in  fields  where  they  have  hitherto  failed,  when  they  have 
once  felt  the  joy  of  success. 

3.  It  provides  a  concrete  basis  for  cooperation  between  home  and  school, 
and  lays  the  foundation  for  a  rational  system  of  school  credit  for  home  work 
in  agriculture  and  home-making. 


BOYS     AND    GIRLS     CLUB    WORK.  275 

4.  Club  work  provides  business-like  jobs,  the  net  profits  from  which 
belong  to  the  club  members.  Club  work  marks  the  passing  of  the  day  when 
Willy  raised  the  calf  and  father  sold  the  cow  and  pocketed  the  proceeds. 

5.  Club  work  provides  an  organization  whereby  all  interested  agencies 
m  the  community  can  help  boys  and  girls  to  do  the  things  enumerated  in  I, 
2  and  4,  by  providing : 

(a)  Capable  leadership — teachers,  ministers,  farmers,  college  students 
and  housewives. 

(&)     Suitable   awards — net   profits,   school   credits,  prizes. 
Difficulties. 

1.  Club  work  is  an  all-the-year-round  activity.  It  requires  direction  dur- 
ing the  summer  vacation  when  the  teacher  is  away. 

2.  The  work  is  carried  on  at  home ;  the  results  only  are  brought  into  the 
school  room.     The  teacher  must  visit  the  project  of  the  club  member. 

3.  Club  work  requires  the  cooperation  of  the  whole  community.  The 
teacher  must  be  politic  in  securing  it. 

4.  Some  patrons  will  misunderstand  and  look  with  disfavor  upon  it 
because — 

(n)      It  is  too  much  like  "book-farming". 

(b)  They   think   the   teacher   is   trying  to   teach   their   children   how 
to  farm. 

(c)  "Corn    contests"   held    in    the    past   have   caused    disagreements. 
Club  work  will  be  confused  with  such  contests. 

(d)  Some  may  not  want  to  interest  their  children  in  farm  life. 
All  the  difficulties  mentioned  above  may  be  overcome ;  numbers  i,  2.  and  3, 

by  organization   which   will  be  hereafter   described,   and   number  4  bj'   friendly 
interviews  wherein  the  matter  is  explained. 

Preliminary  Study  of  the  Problem. 

Since  it  is  necessarj^  so  to  speak,  for  the  teacher  who  undertakes  club  work 
to  "push  out"  the  walls  of  the  school  house  until  it  includes  the  community,  it 
may  be  advisable  to  make  a  preliminary  survey  along  the  following  lines  if 
the  teacher  is  not  already  in  possession  of  this  information. 

Community  Survey. 

1.  Number  of  boys  and  girls  in  district  between  the  ages  of   10  and   18. 

2.  The   chief   farming  interest — stock,   grain,  horticulture,   etc. 

3.  Communit}'  organizations — churches,  farmers'  clubs,  community  clubs, 
women's  organizations,  social  centers. 

4.  The  interests  of  the  boys  and  girls — books,  sports,  home  and  farm 
interests. 

5.  Existing  organizations  for  young  people — church.  Boy  Scouts,  Camp 
Fire  Girls,  etc. 

Minimum  Essentials. 
An  investigation  of  the  above  five  points  should  enable  a  teacher  to  judge 
whether   or    not    it   is    feasible    to    attempt    any    club    work.      In    general    he    is 
justified  in  starting  a  club  if  he  finds  the  following  four  minimum  essentials : 

1.  Five  interested  boys  and  girls. 

2.  Three  interested  patrons. 

3.  A  resident  leader,  who  will  give  the  work  some  direction  during 
the  teacher's  absence. 

4.  Project  material — land,  animals,  etc. 

In  meeting  these  minimum  essentials  it  is  well  to  consider  the  possibility 
of  combining  with  neighboring  school  districts. 

Steps  in  Organization. 

If  the  survey  seems  to  warrant  some  organization  or  even  some  propaganda, 
the  following  series  of  suggestive  steps  may  prove  of  assistance.  In  general  the 
organization  should  be  undertaken  during  the  fall  and  winter.  While  active 
work  does  not  commence  in  all  the  projects,  much  preliminary  discussion 
and  study  can  be  profitably  undertaken  before  active  work  begins.. 


2/6  boys'  and  girls'  club  work. 

1.  Study  carefully  this  section  of  the  course  of  study.  Write  to  the  State 
Leader  in  Junior  Extension,  College  of  Agriculture,  Urbana,  Illinois,  for  Ex- 
tension Circular  5  and  an  organizer's  card,  and  ascertain  the  following: 

(a)  Whether  there  are  other  clubs  in  the  county. 

(b)  What  projects,  if  any,  have  been  chosen  for  the  county. 

(c)  Whether  your  county  has  a  county  club  leader.  (In  this  con- 
nection consult  your  county  superintendent  of  schools  and  county  agri- 
cultural adviser.) 

Extension  Circular  5  of  the  College  of  Agriculture,  entitled  "Organization 
and  Direction  of  Boys'  and  Girls'  Clubs"  will  contain  full  directions  on  the 
points  enumerated  below. 

2.  Decide  how  much  territory  is  to  be  covered  by  your  club  whether  a 
school  district,  township,  or — the  more  or  less  indefinite  unit  from  the  stand- 
point of  geography — the  community. 

3.  Choose  the  projects  which  you  intend  to  present.  A  club  is  more  apt 
to  be  successful  with  two  projects,  one  for  girls  and  one  for  boys,  than  with 
ten.  A  corn  or  canning  club  is  better  than  an  "agricultural"  club.  In  choosing 
the  projects,  the  advice  of  your  county  superintendent  and  county  agricultural 
adviser  and  patrons,  and  the  results  of  your  investigation  of  farming  interests 
will  prove  of  assistance. 

4.  Secure  an  assistant  club  leader,  if  you  are  to  be  club  leader,  or  vice 
versa.  The  choice  of  project  should  influence  the  choice  of  leader,  who  should 
be  able  to  give  some  assistance  during  the  summer.  If  you  are  planning  to 
organize  a  pig  club,  get  the  best  hog  man  in  your  community  to  help.  To  be 
successful,  such  a  man  or  woman  should  know  how  to  work  with  boys  and 
girls.  Get  two  other  adults  to  serve  with  you  and  the  assistant  club  leader 
as  an  advisory  committee.    At  least  one  of  these  should  be  a  woman. 

5.  Hold  a  community  meeting  in  your  school  house  for  parents,  patrons, 
and  children.  If  possible,  secure  the  presence  of  the  county  superintendent  of 
schools,  the  county  agricultural  adviser,  or  both.  A  club  member  from  an  ad- 
joining community  or  county  who  can  tell  about  his  own  club  work  will  add 
much  to  the  success  of  the  program.  Occasionally  it  is  possible  to  secure  one  of 
the  state  club  leaders  from  the  College  of  Agriculture  at  Urbana.  Especially 
is  this  true  if  the  county  superintendent  of  schools  has  arranged  a  circuit  of 
such  meetings  in  the  county.  The  program  of  this  meeting  should  bring  out 
the  following: 

(o)     Purpose  of  club  work — by  the  county  adviser. 
(i)     To  produce  food  and  clothing. 

(2)  To  demonstrate  the  best  practices  of  agriculture  and  home- 
making. 

(3)  To   socialize,   or   "make   acquainted",    the   young   people   of 
the  community. 

{b)     Requirements   for  membership — by  the  club  leader. 
Age  10-18. 
(i)     Enrollment. 

(2)  Attending  meetings. 

(3)  Keeping  records. 

(4)  Making  an  exhibit  and  a  final  report, 
(c)     The  projects  selected — by  the  club  leader. 

((/)     Experiences  of  other  club  members — by  visitors  from  other  clubs. 
{e)     Endorsement  of  school  officials,  and 

(/)      Plans     for     local,     county,     and     state     clubs — by     the     county 
superintendent. 
After  the  club  work  has  been  presented,  and  before  the  audience  has  been 
dismissed,   invite   those   who   are  interested — parents,   patrons,   boys   and   girls — • 
to  come  up  in  front  and  remain  a  few  minutes. 

6.  Then  announce  to  those  who  remain  your  previously  selected  assistant 
club  leader  and  advisory  committee,  and  secure  the  names  of  those  boys  and 


boys'  and  girls   club  work.  277 

^"rls  who  will  become  members,  and  those  who  desire  further  conferences  with 
parents  before  a  decision  is  reached.     These  may  then  be  dismissed. 

7.  At  another  time  assist  poor  children  to  secure  equipment,  land,  or 
animals  needed  in  the  work.  Banks,  farmers,  and  others  are  usually  willing 
to  give  assistance.  The  various  pure-bred  swine  associations  willingly  extend 
help  in  securing  pigs.  In  this  connection  it  should  be  borne  in  mind  that  boys 
and  girls  should  not  be  given  "something  for  nothing",  but  merely  a  chance  to 
earn  the  needed  animal,  seed,  or  whatever  it  may  be. 

8.  After  the  membership  is  finally  settled  upon,  assist  the  club  to  organize 
on  some  Friday  afternoon  or  evening,  using  the  suggested  constitution  given 
in  Extension  Circular  5.  Remember  that  this  is  a  young  people's  organization, 
and  your  duty  is  simply  to  steer  it.  Be  sure  to  have  your  committee  present 
at  the  initial  meeting.  Select  a  regular  time  for  your  club  meetings.  With 
the  consent  of  your  county  superintendent  of  schools,  these  may  be  held  the 
last  half  hour  Friday  afternoon,  once  or  twice  a  month. 

9.  Send  to  the  State  Leader  in  Junior  Extension,  College  of  Agriculture, 
Urbana,  Illinois,  for  enrollment  blanks  and  cards,  using  the  organizer's  card 
which  was  sent  to  you. 

10.  Distribute  the  enrollment  cards  to  your  members,  to  tie  signed  by  them 
and  their  parents,  and  returned  to  you.  These  constitute  your  record  of  the 
enrollment  of  your  club. 

11.  Send  one  copy  of  the  enrollment  blank  to  your  county  club  leader  and 
the  other  to  the  State  Leader  in  Jimior  Extension,  Urbana,  Illinois.  Hold  the 
record  books  and  other  literature  sent  to  you  from  the  college  until  the  next 
club  meeting.     They  should  then  be  carefully  explained  to  the  club  members. 

Club    Meetings. 

A  series  of  model  club  programs  and  a  project  calendar  for  each  of  the 
projects  will  be  found  in  Extension  Circular  5,  the  Club  Leader's  handbook. 
By  using  these  it  will  be  possible  for  the  teacher  in  his  capacity  as  club 
leader  or  assistant  to  help  the  club  officers  to  arrange  programs  for  the  meetings. 

From  an  educational  standpoint  these  club  meetings  are  to  be  considered 
"socialized"  recitations  of  the  highest  type.  Some  attention  should  be  paid  to 
parliamentary  procedure,  suggestions  for  which  will  be  found  in  Extension 
Circular  5.  The  president  or  vice-president  of  the  club  should  have  general 
charge  of  the  arrangement  of  the  meetings,  and  may  appoint  the  various 
members  of  the  club  to  preside  in  turn.  The  teacher  should  be  an  interested 
visitor,  ready  to  lend  assistance  or  direction  only  when  needed. 

As  has  been  suggested,  meetings  may  be  held  Friday  afternoon  once  or 
twice  during  the  month,  as  seems  best.  If  there  is  more  than  one  project  repre- 
sented in  the  club,  the  subject  matter  of  one  program  may  include  all  the 
projects  or  a  single  project.  Generally  speaking,  better  results  will  be  obtained 
if  all  the  club  members  take  some  part,  however  small,  in  every  meeting.  In  a 
one-room  or  two-room  school  house,  pupils  who  are  not  club  members  should 
be  considered  as  visitors,  and  even  the  smallest  will  get  some  information  and 
inspiration  from  the  club  work. 

Each  club  is  provided  with  a  Leader's  and  Secretarj^'s  Record  Book.  In 
this  is  recorded  a  monthly  summary  of  the  work  of  each  member.  This  is 
obtained  by  a  roll-call  of  members  at  the  beginning  of  the  meeting.  This 
serves  the  double  purpose  of  maintaining  interest  in  the  record-keeping  and  of 
encouraging  each  member  to  take  part  in  the  meeting. 

Occasional  meetings  should  be  held  in  the  evening,  to  which  parents  and 
patrons  should  be  invited.  If  there  is  a  community  club  in  the  district,  it  will 
welcome  a  program  furnished  by  a  boys'  and  girls'  club. 

Excursions  to  corn  plots,  gardens  and  feed  lots  should  be  taken.  During 
the  summer  months  meetings  should  be  held  at  the  homes  of  club  members, 
or  at  the  school  house.  The  assistance  of  the  advisory  committee,  county  agri- 
cultural advisers,  farmers,  gardeners,  housewives,  college  students,  and  other 
interested  and  informed  people  should  be  secured  to  aid  in  conducting  meetings 
during   the   summer.      Arrangements    may   be   made   with   the    State    Leader    in 


I/O  BOYS     AND   GIRLS     CLUB   WORK. 

unior   Extension  to   secure  the  help  of   extension  specialists   from  the  College 
)f  Agriculture  at  such  meetings. 

Project  Calendar. 

A  calendar  for  each  project  will  be  found  in  Extension  Circular  5.  This 
urnishes  the  general  topic  for  the  meeting  or  meetings  of  the  month.  Special 
ollow-up  literature  bearing  on  these  topics  will  be  sent  out  to  all  leaders  of 
egularly  organized  clubs  for  distribution  to  the  club  members.  Teachers  who 
eave  their  clubs  during  the  summer  should  notify  the  State  Leader  in  Junior 
ilxtension  and  indicate  to  whom  such  literature  should  be  sent. 

Club  Libraries. 

The  bulletins  which  are  furnished  to  each  club  member  may  be  bound 
ogether  or  classified  and  catalogued  under  the  direction  of  the  teacher.  These 
orm  the  nucleus  for  a  bulletin  library  for  each  club  member.  A  home-made 
lookcase  or  combination  desk  and  bookcase  may  be  constructed  by  the  club 
nember  to  house  such  a  library. 

In  addition  to  circulars  and  bulletins  which  are  automatically  sent  as 
ollow-up  material,  many  valuable  circulars  and  bulletins  may  be  secured 
ree  of  charge  from  the  U.  S.  Department  of  Agriculture,  Washington,  D.  C, 
,nd  the  Illinois  Agricultural  Experiment  Station,  Urbana,  Illinois.  Both  of 
hese  agencies  publish  lists  of  available  literature  which  may  be  had  upon 
pplication. 

In  addition  to  the  individual  libraries  of  club  members,  there  should  be  a 
lub  library  in  the  school  house.  To  supplement  such  books  as  may  be  purchased 
rom  time  to  time,  traveling  libraries  may  be  secured  by  writing  to  the  State 
library  Commission,  Springfield,  Illinois.  The  Library  of  the  College  of  Agri- 
ulture  in  cooperation  with  the  Junior  Extension  Service  maintains  a  Packag-e 
Jbrary  Service,  particulars  of  which  will  be  found  in  Extension  Circular  5. 

Records  and  Reports. 
Record  Book. 

It  should  be  stated  in  all  fairness  that  getting  club  members  to  keep  records 
s  one  of  the  difficult  tasks  of  club  leadership.  The  difficulty  is  often  due  to 
L  lack  of  understanding  on  the  part  of  a  club  member  of  the  purpose  of  the 
ecords. 

A  record  book  for  each  project  is  provided  by  the  Junior  Extension  Ser- 
vice. These  have  been  made  as  simple  as  possible  consistent  with  the  purposes 
hey  are  to  serve.  Each  club  leader  should  make  these  purposes  clear  to  the 
lub  members  at  the  meeting  when  the  record  books  are  distributed.  These 
hree  purposes  may  be  summarized  as   follows  : 

1.  To  enable  the  club  member  to  analyze  his  work  as  any  business  man 
vould  do;  to  determine  the  cost  of  production,  the  value  of  the  products,  and  the 
irofit  or  loss;  to  have  for  future  reference  a  record  of  successes  and  failures. 

2.  To  enable  the  teacher,  club  leader,  parents,  and  friends,  to  judge  of 
he  achievement  of  the  club  member,  in  connection  with  the  distribution  of 
)rizes  or  honors. 

3.  To  give  information,  inspiration,  and  help  to  other  boys  and  girls  by 
naking  available  for  them  stories  and  records  of  achievement. 

This  last  point  may  be  used  to  make  an  appeal  to  the  club  member  to  keep 
;areful  records.  He  will  do  so,  if  he  feels  that  he  is  helping  other  boys  and 
jirls  thereby. 

Final   Report  Blanks. 

In  addition  to  the  record  book,  a  final  report  blank  is  also  provided.  At 
he  completion  of  the  project  the  work  is  summarized  in  the  record  book  and 
he  summary  copied  into  the  final  report  blank.  ■  This  is  transmitted  through 
he  local  leader  to  the  county  superintendent  of  schools  or  county  club  leader, 
n  accordance  with  instructions  found  in  the  blanks.  The  record  book  remains 
he  property  of  the  club  member. 

Every  club  member  should  be  made  to  feel  that  he  has  not  "completed  the 
ob"  until  he  has  filled  out  the  final  report ;  that  he  is  not  a  "real  club  member" 


boys'  and  girls'  club  work.  279 

until  he  has  handed  it  to  the  club  leader.  It  should  then  be  a  matter  of 
pride  for  the  local  club  leader  to  make  as  complete  a  report  as  possible  to  the 
county  club  leader. 

Summer  Leadership. 

It  is  one  thing  to  inaugurate  club  work  in  the  fall  or  wmter  while  school 
is  in  session;  it  is  another  to  have  a  large  percentage  of  the  club  members  "come 
through"  with  tinal  reports  the  succeeding  fall.  In  between  _  there  is  a  long 
summer  vacation.  To  one  who  understands  the  realities  of  the  joys  and  sorrows 
of  childhood  it  is  nothing  short  of  criminal  to  start  young  people  off  on  a 
program  of  work  and  then  leave  them  to  their  own  devices.  The  teacher  who 
cannot  arrange  for  summer  leadership  by  some  capable  and  responsible  resident 
of  the  community  who  can  work  with  boys  and  girls  had  best  not  take  up 
club  work. 

Club  members  should  be  visited  occasionally.  Club  meetings  should  be 
arranged.  Where  the  members  have  caught  the  spirit  of  club  work,  the  club 
leader  will  have  very  little  to  do.  He  is  needed,  however,  to  furnish  inspira- 
tion and  give  encouragement  to  the  unfortunate  and  backing  to  the  club  officers. 
\\here  there  is  a  county  club  leader,  he  may  be  relied  upon  for  some  help; 
but  some  resident  leadership  during  the  summer  months  is  essential  to  success. 

Demonstrations  and  Contests. 

A  demontsration  is  a  "doing"  phase  of  cluli  work  in  which  members  carry 
on  and  explain  some  operation  in  connection  with  a  project.  Since  every 
project  lends  itself  to  some  kind  of  demonstration  work,  each  club  should  at 
some  time  give  a  demonstration.  This  may  be  given  during  the  summer  or  in 
connection  with  a  fall  or  winter  exhibit,  and  may  consist  of  a  short  simple 
operation  such  as  stringing  seed  corn,  or  of  a  more  complicated  one  such  as 
canning,  or  making  a  garment. 

Several  teams  in  a  club,  or  teams  from  different  clubs,  may  put  on 
demonstrations  in  competition,  and  have  judges  pass  upon  their  merits. _  Prepa- 
ration for  such  contests  may  occupy  part  of  the  time  of  club  meetings.  A 
team  should  consist  of  three  members.  Each  member  should  make  and  own  a 
club  uniform  bearing  the  official  insignia  of  the  National  Boys'  and  Girls' 
Club  Work. 

The  educational  value  of  club  work  lies  in  its  motivating  possibilities.^  In 
demonstration  and  contest,  members  not  only  "learn  by  doing"  and  glory  in  it, 
but  often  drive  home  a  much  needed  lesson  for  the  adults  of  the  community. 

Outlines,  suggestions,  and  help  with  the  demonstrations  may  be  secured 
from  the  State  Leader  in  Junior  Extension. 

Club  Picnics  and  Play  Festivals. 

A  picnic  or  play  festival  for  club  mcm.liers,  parents,  and  friends  during 
the  summer  months  will  do  much  to  emphasize  the  social  side  of  club  work. 
The  club  outing  may  take  the  form  of  an  auto  tour  and  one  or  more  clubs 
may  visit  the  projects  of  clubs  in  another  part  of  the  county.  All  may  meet 
at  noon  for  a  picnic  dinner  at  some  suitable  place.  Here  games,  athletic  con- 
tests and  play  contests  relating  to  the  several  projects  should  be  held. 

It  should  be  borne  in  mind  that  while  these  gatherings  are  largely  for 
social  purposes,  they  should  aim  to  stimulate  interest  in  the  club  projects.  Such 
interest  may  be  aroused  through  play  contests.  The  success  of  a  picnic  or  play 
festival  will  depend  upon  how  well  it  has  been  planned.  Since  advisers  and 
members  can  carry  out  a  well-made  plan  the  club  leader  should  not  shoulder 
the  entire  responsibility.  For  further  suggestions  see  Extension  Ciicular  5  and 
special  circulars  prepared  by  the  Junior  Extension  Service.  College  of  Agri- 
culture, and  the  IT.  S.  Department  of  Agriculture. 

Exhibits. 

Every  club,  no  matter  how  small  its  membership,  should  make  an  exhibit 
of  its  work.  Club  exhibits  are  also  an  effective  means  of  interesting  the  com- 
munity in  the  club  work  and  the  school.  The  exhibit  may  be  held  in  con- 
junction  with    a   local   agricultural    exhibit    or    a   regular   school    exhibit,    or    it 


BOYS     AND   GIRLS     CLUB   WORK. 


Garden 

Canning — Class  A 


Potato 

Pig 

Calf 

Corn 

Dairy 

Poultry 

Bread 

Garments 


potatoes    from   member's   plot, 
member. 


nay  be  a  distinct  club  exhibit  held  at  the  school  house  or  other  suitable  place. 
Standard   Exhibit   Requirements, 

The  following  standard  requirements  are  used  in  county  and  state,  and 
hould  be  observed  in  local  exhibits  : 

Project.  Exhibit  Requirements. 

One  or  more  products  from  member's  garden. 
Three   pints   of   as   many   varieties   of   products   canned 
b}'  member. 
Class  B       Five   pints    of    as    many    varieties    of    products    canned 
by  member. 
One-half  peck  of 
One  pig  raised  by 
One  calf  raised  by  member. 
Ten  ears  from  member's  plot. 
One  cow  and  chart  showing  feed  consumed  and  milk 

produced. 
Pen  of  one  male  bird  and  two  pullets. 
Three  loaves,  different  kinds. 
One  to  live  garments. 
The   record   book  with   entries   complete   to   a   specified    date   is   a    required 
)art  of  the  exhibit  in  each  project.     See  Extension  Circular  5   for  official  basis 
)f  award  in  each  project.     The  foregoing  should  be  regarded  as  minimum   re- 
luirements,  and  where  space  is  available,  the  size  of  each  individual  exhibit  in 
;ome  of  the  projects  may  be  increased. 

Prizes. 

Lack  of  money  for  large  prizes  or  premiums  should  not  deter  a  club  leader 
rom  holding  an  exhibit  since  the  matter  is  properly  presented  to  the  members, 
)ride  in  showing  the  quality  of  club  products  and  the  setting  of  higher  standards 
)f  club  achievement  will  be  all  the  incentives  needed.  Ribbons  will  be  treasured 
ong  after  money  has  been  spent. 

County  and  State  Exhibits. 

Almost  every  county  where  there  is  club  work  provides  for  a  county  ex- 
libit  of  club  work  in  connection  with  the  County  Fair,  Farmers'  Institute,  or 
;imilar  event.  A  State  Club  Exhibit  is  provided  for  in  the  Educational  De- 
)artment  of  the  State  Fair. 

Detailed  instructions  for  planning  and  managing  exhibits  will  be  found 
n  U-26,  Suggestions  for  Boys'  and  Girls'  Exhibits,  which  is  sent  to  all  club 
eaders  by  the  Junior  Extension  Service. 

Closing  Up  the  Year's  Work. 

Success  in  life  is  not  measured  by  the  "starts",  but  by  the  "finishes".  Club 
eaders  and  club  members  should  remember  that  the  year's  club  work  is  not 
:omplete  until  the  final  reports  have  been  filled  out  from  the  items  in  the  record 
)ooks,  the  stories  w'ritten,  and  the  complete  reports  sent  to  the  covmty  super- 
ntendent  of  schools  or  county  club  leader.  He  will  forward  them  to  the  State 
^eader  in  Junior  Extension  on  or  before  November  15th. 

Final  reports  cannot  be  completed  until  fall,  and  are  a  part  of  club  work 
vhich  may  be  profitably  undertaken  in  the  school  room.  Very  often  the  fall 
erm  finds  a  new  teacher  in  charge  of  a  school  where  there  has  been  some 
:lub  work.  Helping  the  club  members  prepare  their  reports  will  serve  to 
3ut  a  new  teacher  in  touch  with  the  out-of-school  activities  of  his  pupils. 

Financial  Records. 

The  completing  of  the  financial  records  will  give  rise  to  many  interesting 
md  profitable  problems  in  arithmetic.  The  total  production  of  the  club,  the 
otal  value  of  products,  total  cost  of  production,  total  net  profit,  and  the 
iverage  of  each  of  these  per  member  are  but  a  few  of  the  problems  in  which 
;he  whole  school  will  be  interested. 


THE   SCHOOL  LIBRARY.  281 

Stories  of  Achievement. 

No  matter  how  small  his  net  profit,  every  club  member  can  write  a  story 
of  achievement.  This  may  be  used  as  a  composition  exercise,  but  the  teacher 
should  take  care  that  the  story  does  not  lose  its  individuality,  or  become  an 
unpleasant  task. 

A  Standard  Club. 

1.  A  standard  club  shall  have  a  membership  of  at  least  five  working  on 
the  same  project. 

2.  There  shall  be  a  local  club  leader  in  charge  during  the  club  year. 

3.  There  shall  be  a  local  club  organization  with  the  necessary  officers 
and  duties. 

4.  There  shall  be  a  definite  chib  year  program  of  work. 

5.  There  shall  be  held  at  least  six  regular  club  meetings  during  the  club 
year.  The  secretary  shall  be  required  to  keep  definite  record  of  these  meet- 
ings, and  also  of  the  progress  of  each  member. 

6.  A  local  exhibit  shall  be  held  annually. 

7.  There  shall  be  a  demonstration  team  which  must  give  at  least  one 
public  demonstration  m  the  home  community. 

8.  At  least  60%  of  the  members  must  complete  the  project  and  file  a  final 
report  with  the  State  Leader  in  Junior  Extension.  _ 

9.  A  judging  team  shall  be  chosen  by  competition  between  the  members. 
ID.     An  achievement  day  shall  be  held  during  the  club  year. 

11.  The  club  shall  hold  a  membership  in  the  Farm  Bureau  or  other  County 
Club  organization. 

12.  When  the  first  four  requirements  have  been  met,  a  Standard  Club 
charter  will  be  issued.  When  all  the  requirements  have  been  met,  a  National 
Seal  of  Achievement  will  be  awarded. 

Achievement  Day. 
Achievement  Day  is  observed  in  some  counties,  when  every  member  who 
fulfills  the  requirements  of  club  work  receives  an  official  club  emblem.  Short 
talks  by  club  members  and  leaders,  and  the  election  of  county  officers  complete 
the  program.  Such  programs  may  be  held  by  individual  clubs  in  counties  where 
a  County  Achievement  Day  is  not  observed.  Information  regarding  club 
emblems  is  sent  to  club  leaders  by  the  Junior  Extension  Service. 


THE  SCHOOL  LIBRARY. 

The  value  of  a  well-selected  library  to  a  school  is  so  self-evident  that  it 
needs  only  to  be  stated  to  be  recognized.  Books  which  supplement  the  text- 
books in  the  various  subjects  not  only  give  the  pupils  more  information  but 
also  add  to  their  interest  in  the  subjects  because  they  have  a  variety  of  places 
to  find  their  information.  Individual  assignments  in  different  books  develop 
the  pupil's  responsibility  in  his  work  and  give  him  practice  in  organizing  and 
retelling  information  to  the  rest  of  the  class.  Different  authorities  with  dif- 
ferent viewpoints  on  the  subjects  being  studied  give  opportunities  for  discus- 
sions in  the  upper  grades  which,  if  wisely  controlled  and  guided  by  the  teacher 
will  become  one  of  the  best  possible  means  of  training  future  citizens  to  con- 
sider all  sides  of  political  and  economic  questions  and  to  arrive  at  reasonable 
conclusions. 

The  school  library  should  also  furnish  some  very  attractive  general  read- 
ing for  the  pupils.  How  many  books  of  this  kind  should  be  bought  will  depend 
both  on  the  amount  of  money  on  hand  and  on  whether  there  is  a  good  public 
library  easily  available.  If  there  is  a  public  library  which  can  supply  this  need, 
more  of  the  school  funds  can  be  used  for  reference  books  and  collateral  read- 
ing, but  this  should  never  reach  the  point  of  entire  exclusion  of  attractive 
editions  of  some  of  the  best  stories  which  should  be  at  hand  when  the  pupils 
are  interested  or  in  the  mood  to  become  interested  in  them.  Public  libraries 
often  allow  teachers  to  keep  a  group  of  books  a  month  or  a  term  and  in  this 
way  supplement  a  meager  school  library. 


82  THE   SCHOOL  LIBRARY. 

If  the  school  is  located  in  a  small  town  or  rural  community  where  no  public 
ibrary  is  near,  then  the  books  which  are  cultural  and  pleasure  giving  are  quite 
s  important  as  the  informational  books.  If  the  children  do  not  acquire  a  love 
if  reading  and  a  taste  for  the  best  while  they  are  in  the  grades,  the  chances 
re  that  they  will  lose  some  of  the  greatest  influences  for  development  into 
me  citizens  and  also  some  of  the  greatest  pleasures  in  life. 

In  these  small  and  rural  communities,  the  school  library  ought  also  to 
erve  the  adults  as  well  as  the  children.  A  school  can  greatly  increase  its 
nfluence  and  helpfulness  if  it  provides  some  up-to-date  books  on  local  inter- 
sts,  general  interests  and  good  adult  fiction  for  the  parents. 

Selection  of  Books. 

The  selection  of  the  books  for  a  school  library  is  a  very  important  matter 
ecause  it  is  choosing  the  material  which  will  go  to  build  up  the  lives  and 
haracters  of  the  boys  and  girls  of  the  community.  It  is  of  first  importance 
liat  the  tone  of  the  books  be  wholesome,  that  the  attitude  toward  life  be  eager 
nd  courageous,  instilling  a  determination  to  make  the  best  of  whatever  situa- 
ion  arises  rather  than  the  idea  that  success  may  be  obtained  by  means  of 
ricks  or  by  trusting  to  luck. 

When  there  are  various  books  on  the  same  subject,  or  two  or  more  editions 
f  the  same  book,  it  does  not  always  follow  that  the  cheapest  is  the  most 
conomical.  It  is  always  worth  while  to  buy  an  attractive  book  rather  than  one 
hat  is  not  attractive  because  the  children  will  use  it  and  enjoy  it  while  a 
heap  unattractive  edition  may  be  used  little  or  none  at  all  and  so  prove  to  be 
waste  of  money. 

The  attractiveness  of  an  edition  depends  on  the  makeup  of  the  book;  the 
uality  of  the  paper,  clearness  of  type,  fitness  and  artistic  quality  of  the  illus- 
rations  and  cover  decorations. 

The  following  list  will  serve  as  a  guide  to  teachers  who  wish  to  choose 
ood  books  for  their  libraries.  It  does  not  include  all  the  books  which  are 
ood  for  school  libraries,  but  all  the  books  included  are  good  and  have  been 
;sed  in  school  work.  The  needs  of  schools  vary  so  much  that  allowances  have 
een  made  for  wide  differences  in  choice.  Some  books  which  have  been  in- 
luded  are  very  expensive  but  very  beautiful.  These  would  make  suitable 
:ifts  for  classes  upon  promotion  or  graduation  to  give  to  the  school  which 
hey  are  leaving. 

It  does  not  follow  that  because  a  book  is  expensive,  it  is  desirable.  Many 
lOoks  which  are  out  of  date  or  otherwise  worthless  are  put  up  in  very  at- 
ractive  bindings  and  offered  at  high  prices.  This  is  often  true  of  books  sold 
ly  travelling  agents,  so  it  is  better  to  make  the  rule  never  to  buy  of  these 
gents.  If  the  books  they  carry  are  really  valuable,  it  will  be  possible,  sooner 
ir  later,  to  buy  them  through  the  regular  trade  channels  and  usually  at  greatly 
educed  prices. 

In  general  it  is  better  to  buy  only  such  books  as  are  recommended  by 
hose  who  have  had  opportunity  to  know  and  compare  a  good  many  books, 
excellent  lists  of  books  for  school  libraries  have  been  prepared  by  the  State 
)epartments  of  Public  Instruction  of  Minnesota,  Wisconsin  and  Iowa  and  the 
jtate  Library  of  Oregon.  Each  of  these  may  be  bought  from  the  department 
ublishing  them  for  fifty  cents.  Lists  may  also  be  found  in  the  following 
lOoks :  Arnold,  Mothers'  list  of  books  for  children ;  Barnes,  English  in  the 
ountry  school ;  Coussens,  One  thousand  .good  books  for  children ;  Fay  &  Eaton, 
Jse  of  books  and  libraries;  Field,  Finger-posts  to  children's  reading;  Moses, 
rhildren's  books  and  reading;   Olcott,   Children's   reading. 

Ordering  Books. 

When  a  list  of  books  for  the  library  has  been  chosen,  it  may  be  submitted 
o  different  dealers  for  prices.  It  is  usually  cheaper  to  buy  the  whole  list  from 
ine  dealer  than  to  send  to  each  publisher  represented  on  the  list  for  the  few 
looks  from  his  house.  If  there  is  a  dealer  in  the  community  who  will  give  a 
easonable  discount  on  the  list,  he  should  be  given  the  order.  If  the  local 
lealer  will   give  no  discount,   it  will   be  better  to  buy  through   a  dealer   in  the 


THE   SCHOOL  LIBRARY.  28j 

nearest  large  city  or  a  Chicago  dealer.  If  the  list  is  sent  to  different  dealers 
the  bids  which  are  returned  will  show  where  the  books  can  be  bought  to  the 
best  advantage.  The  lists  sent  should  always  tell  the  author,  title,  edition  if 
known,  publisher  and  price  of  each  book. 

From  the  H.  R.  Huntting  Company.  Springfield,  Mass.,  can  be  bought  books 
resewn  in  a  re-enforced  binding  which  lengthens  the  life  and  usefulness  of 
the  books  at  the  increased  price  of  only  a  few  cents  each.  This  often  saves  the 
cost  and  inconvenience  of  rebinding. 

When  the  books  are  ordered,  a  copy  of  the  order  should  always  be  kept 
and  checked  when  the  books  arrive.  If  any  books  are  missing  or  not  as 
ordered,  the  dealer  should  be  notified.  If  any  are  imperfect  they  should  be 
returned  with  a  request  for  perfect  copies. 

Preparation  for  the  Shelves. 

When  the  books  are  received,  each  one  should  be  opened  carefully  as 
follows  :  Hold  the  book  firmly  with  one  hand  so  that  the  back  rests  firmly  on 
the  table.  Open  the  front  cover  and  press  it  down  until  it  rests  upon  the 
table  and  then  press  open  the  back  cover  in  the  same  way.  Next  release  a  few 
leaves  from  the  front  of  the  book  and  gently  pass  the  hand  along  the  hinge, 
pressing  them  open,  then  release  a  few  leaves  from  the  back  in  the  same  way. 
Continue  the  process  until  the  middle  of  the  book  is  reached,  working  always 
gently  but  firmly  in  order  to  bend  the  glue  on  the  back  of  the  book  to  make 
it  pliable,  but  without  cracking  or  breaking  it. 

All  uncut  pages  should  be  carefully  cut  with  a  smooth  edged  bone  paper 
knife  or  folder. 

Marks  of  ownership  should  be  put  in  each  book.  This  may  be  done  by 
means  of  a  rubber  stamp  bearing  the  name  of  the  school  or  district,  placing  it 
on  the  title  page  and  somewhere  else  in  the  book,  for  instance  on  the  page  in 
the  middle  of  the  book  or  on  some  given  page,  as  page  i6.  A  book-plate 
bearing  the  name  of  the  school  may  be  pasted  inside  the  front  cover  of  the 
book,  or  a  card  pocket  with  the  name  and  library  rules  for  the  loaning  of 
books  printed  on  it,  may  be  pasted  on  the  mside  of  either  the  front  or  back 
cover. 

Classification. 

It  is  helpful  in  using  a  library  if  all  the  books  on  any  given  subject  may 
be  found  grouped  together.  The  best  way  to  bring  about  this  grouping  is  to 
assign  to  each  book  when  it  is  received  a  class  number  which  will  stand  for 
the  subject  of  the  book.  Such  class  numbers  taken  from  the  Decimal  Classi- 
fication are  given  for  each  group  in  the  following  list.  The  fiction  books  need 
no  classification  but  should  be  arranged  alphabetically  by  the  author's  surname. 

This  same  arrangement  by  the  author's  name  should  be  carried  out  in  each 
group  except  that  of  individual  biography,  where  the  books  should  be  alpha- 
beted  by  the  name  of  the  person  whose  life  is  told  instead  of  the  name  of  the 
author.  In  the  larger  libraries  an  author  number  taken  from  the  first  letter  of 
the  author's  name  should  be  used  in  connection  with  the  class  number.  The 
Cutter  two-figure  author  tables  (see  School  Libraries  and  Their  Care,  page 
288)  should  be  consulted  in  making  the  author  numbers.  The  class  number 
and  the  author  number,  with  the  volume  number  if  the  book  is  published  in 
more  than  one  volume,  and  the  copy  number  if  the  library  has  more  than  one 
copy  of  the  book,  constitute  the  call  number  of  the  book. 

The  call  number  of  each  book  should  be  placed  on  the  back  of  the  book. 
For  this  purpose  paste  a  gummed  label  on  the  book.  If  the  label  is  always 
placed  at  the  same  distance  from  the  bottom  of  the  book,  for  instance  an  inch 
and  a  half,  the  appearance  of  the  books  on  the  shelves  will  be  neater  than  if 
the  labels  are  put  on  irregularly.  The  call  number  should  be  printed  on  the 
label  with  India  ink  and  when  the  ink  is  dry  a  thin  coating  of  shellac  should 
be  brushed  over  the  label  to  protect  the  ink  from  moisture  and  rubbing. 

Records. 
_  Every  book  added  to  the  library  should  be  entered  in  an  accession  book 
which  becomes  the  official  record  of  all  books   received.     Accession  books  may 


84 


THE   SCHOOL  LIBRARY. 


)e  bought  of  the  Library  Bureau  or  Democrat  Publishing  Company  (see  list 
)f  supplies,  page  285).  It  is  much  better  to  use  one  of  these  regularly  pre- 
)ared  books  but  if  funds  for  it  are  not  available,  a  blank  book  may  be  ruled 
icross  two  pages  as  follows : 

Left  Page. 


I 


Author 


Title 


Right  Page. 


Publisher 


Source 


Cost 


Call  No. 


Notes 


Every  individual  book  or  volume  or  copy  belonging  to  the  library  should 
)e  entered  on  a  line  by  itself  and  the  number  in  the  second  column  on  this  line 
)ecomes  the  accession  jiumber  of  the  book  and  should  be  written  at  the  lower 
nargin  of  the  first  right  hand  page  after  the  title  page.  As  the  lines  in  the 
accession  book  are  numbered  and  each  line  represents  a  volume,  the  number 
or  the  last  book  entered  shows  the  size  of  the  library.  If  the  cost  column  is 
idded  on  each  page  and  the  amount  carried  over  to  the  next  page,  the  value 
)f  the  library  is  easily  found  at  any  time. 

This  accession  record,  being  a  business  record,  is  important  and  should 
)e  carefully  preserved.  It  may  be  used  as  the  basis  of  an  insurance  claim  in 
ase  of  fire  and  therefore  should  be  kept  in  the  safest  place. 

A  record  of  books  loaned  from  the  library  should  also  be  very  carefully 
:ept.  There  are  two  methods  of  keeping  such  a  record.  For  the  small  grade 
ibrary  a  blank  book  may  be  ruled  : 

Left  Page. 


Date  loaned 


Number 


Author  and  title 


Right  Page. 


Loaned  to 


Date  returned 


Fines 


In  upper  grades  and  high  schools  a  better  method  of  charging  books  is 
)y  means  of  cards.  A  card  is  made  for  each  book,  bearing  the  call  number 
)f  the  book,  the  author  and  title.  When  the  book  is  in  the  library,  this  card 
;hould  be  kept  in  the  pocket  which  is  pasted  in  the  book.  When  the  book  is 
o  be  taken  from  the  library  the  card  is  taken  from  the  pocket,  the  name  of 
he  borrower  and  the  date  of  the  loan  written  on  the  card  and  the  card  is 
lied  with  the  cards  for  other  books  that  are  out.  This  file  should  be  arranged 
ilphabetically  by  the  author's  surname  and  should  be  carefully  kept  in  a  box 
n  the  library  so  that  the  whereabouts  of  any  book  not  on  the  shelves  can 
36  easily  found.  When  the  book  is  returned,  the  card  should  be  taken  from 
:he  file,  the  date  of  return  written  on  it,  and  the  card  placed  again  in  the 
socket. 

All  members  of  the  school  should  be  allowed  the  use  of  the  library,  and, 
especially  in   communities  where   a  public   library  is   not   easily  available,  other 


THE   SCHOOL  LIBRARY.  285 

people  should  be  allowed  to  use  it  also,  so  long  as  the  school  work  is  not  inter- 
fered with. 

Shelf  List. 

As  the  library  grows  to  contain  several  hundred  and  more  books,  two 
other  records  will  be  found  necessary.  One  of  these  records  is  called  the  shelf 
list.  It  is  made  on  cards  and  tells  briefly  the  call  number,  author,  title  and 
accession  number.  It  is  arranged  in  the  order  of  the  call  number  which  is 
the  order  in  which  the  books  stand  on  the  shelves,  and  is  used  in  taking 
inventory,  for  a  comparison  of  the  list  and  the  shelves  shows  if  any  books  are 
missing.  The  shelf  list  is  also  used  in  assigning  call  numbers,  to  find  if  the 
number  chosen  for  a  new  book  has  already  been  used.  If  it  is  found  that 
the  combination  of  class  and  author  number  assigned  to  the  new  book  has 
already  been  used  for  some  other  book,  then  the  initial  of  the  title  of  the  new 
one  may  be  added  to  the  author  number  chosen,  making  a  call  number  which 
shall  be  different  from  that  used  for  any  other  title. 

The  shelf  list  may  be  used  as  a  subject  catalog  for  tlie  library  if  there 
is  no  other  catalog,  but  a  dictionary  catalog  is  necessary  to  make  the  library 
of  fullest  use  to  the  school. 

Catalog. 

A  dictionary  catalog  which  contains  in  one  alphabet  author,  title  and 
subject  cards  for  both  whole  books  and  parts  of  books,  is  an  index  to  the 
library  and  enables  the  teachers  and  pupils  to  find  easily  what  material  there 
is  in  the  library  on  a  given  subject,  what  books  there  are  by  a  given  author 
or  whether  a  book  by  a  given  title  is  there  and  it  also  tells  where  these  books 
belong  on  the  shelves. 

Directions  for  making  such  a  catalog  may  be  found  in  Fay  and  Eaton, 
Instruction  in  the  use  of  books  and  libraries;  Hitchler,  Cataloging  for  small 
libraries;  or  Severance,  Library  primer  for  high  schools  (see  School  libraries 
and  their  care,  page  288). 

Travelling  Libraries. 

The  Illinois  Library  Extension  Commission  was  created  to  aid  in  estab- 
lishing and  developing  libraries  throughout  the  state.  One  of  the  means  used 
to*  accomplish  this  aim  is  by  supplying  travelling  libraries  to  schools  and  com- 
munities. Collections  of  forty  to  fifty  books  including  fiction,  travel,  biography, 
literature  and  children's  books  comprise  community  libraries.  School  libraries 
are  of  two  sorts ;  one  containing  twenty-five  volumes  of  fairy  tales,  stories, 
geography,  history  and  science  for  pupils  in  the  first  eight  grades  or  for  a 
rural  school ;  the  other,  special  collections  of  books  for  collateral  reading  in 
history,  geography,  literature,  science  and  manual  training,  which  will  be 
loaned  upon  request  of  teachers  and  superintendents. 

Teachers  of  rural  schools  desiring  to  aid  in  making  their  school  house 
a  social  center  may  borrow  a  school  library  and  a  community  libi-ary  at  the 
same  time.  Application  cards  may  be  had  from  the  commission  and  must  be 
signed  by  the  teacher  and  one  of  the  directors  of  the  school.  The  libraries 
are  loaned  free  of  all  cost  except  transportation. 

For  further  information  about  these  and  other  libraries  write  the  Illinois 
Library  Extension  Commission,  State  House,  Springfield,  Illinois. 

Library  Supplies. 

Book  pockets,  Acme  pocket,  medium  weight,  unprinted,  per  500 1.65 

per  1000 2.75 

printed,  per  500 4.75 

per  1000 6. 10 

Open  end  pocket,  unprinted,  per  500 i.oo  to  1.50 

per  1000 — 1.75  to  2.75 

printed,  per  500 1.7S  to  2.00 

per  1000 2.50  to  3.75 

Book  '"'Trds,  per  100 25 

per  1000 1.50  to  1.75 


286  THE   SCHOOL  LIBRARY. 

Gummed  labels,  per  looo 20  to     .30 

Higgins   India  ink,   per  bottle 23 

Condensed  accession  book,  500  lines 75 

1000  lines i.oo  to  1.25 

2000  lines 3.00  to  3.40 

5000  lines 5.00  to  5.75 

Shelf  list  cards,  per  1000 1.85 

Catalog  cards,  light  weight,  per  1000 1.90  to  2.35 

Rubber  library  stamp 50 

Rubber  date  stamp  and  pad ..— i.oo 

Before  ordering  supplies  write  for  catalogs  giving  the  most  recent  prices. 
The  following  firms  make  a  specialty  of  library  supplies  : 

Library  Bureau,  6  North  Michigan  Avenue,  Chicago. 
Democrat  Printing  Company,  Madison,  Wisconsin. 
Gaylord  Brothers,  506  South  Clinton  Street,  Syracuse,  N.  Y. 
,  Arrangement  of  List. 

In  this  suggestive  list  of  books  for  school  libraries,  very  little  attention 
has  been  paid  to  the  needs  of  high  schools.  High  school  teachers  and  librarians 
are  referred  to  the  following  helpful  lists :  Bulletin  on  high  school  libraries 
based  on  recommendations  made  to  the  high  school  conference,  issued  by  the 
High  school  visitor's  office  at  the  University  of  Illinois;  Library  and  laboratory 
equipment  for  recognized  high  schools  in  Illinois,  issued  as  Circular  94,  by 
the  State  Department  of  Public  Instruction ;  Library  books  for  high  schools. 
issued  as  Bulletin  1917,  No.  41,  by  the  United  States  Bureau  of  Education;  and 
Books  for  high  schools,  compiled  by  Martha  Wilson,  of  the  Minnesota  De- 
partment of  Education  and  published  by  the  A.  L.  A.  at  fifty  cents. 

The  books  listed  here  are  chosen  for  the  elementary  schools  and  the  grades 
for  which  they  are  suitable  are  indicated  at  the  left  of  each  entry.  It  will 
often  be  found  that  books  may  profitably  be  used  by  other  grades  and  schcMDls 
having  ninth  and  tenth  grades  will  find  many  of  the  books  assigned  to  the 
eighth  grade,  helpful  and   interesting  to  the  more  advanced  students. 

The  arrangement  of  subjects  follows  the  Decimal  classification,  the  follow- 
ing outline  of  which  may  serve  as  a  table  of  contents  to  the  list. 
Outline  of  Classification. 
Class  No.  _  ,  Pag^ 

020        Libraries  and  their  care  28S 

030        General  reference  books  288 

170       Ethics ;  morals  and  manners  289 

220        Bible  stories  289 

290       Mythology  28q 

350        Government ;  civics  290 

370      •  Education ;  books  for  teachers  290 

398       Fairy  tales ;  legends  292 

425       Grammar  294 

428        Readers ;  books  for  primary  reading  294 

500       Natural  science;  general  nature  study  296 

511       Arithmetic 

520        Astronomy  296 

530        Physics  296 

540        Chemistry  296 

550        Physical  geography  297 

570  Biology;  plant  and  animal  life  297 

571  Primitive  man  297 
580  Botany;  plants;  trees  297 
590       Zoology 

595  Insects  298 

597  Fishes  299 

598  Birds  ^  ?^9 

599  Animals ;  animal  stories  2gQ 


THE    SCHOOL  LIBRARY.  287 


600 

Industries; 

inventions ;  occupations 

300 

613 

Ph\-siology 

;  hygiene 

301 

613.7 

Physical  training 

301 

614.8 

Fire  prevention 

301 

620 

Engineering 

301 

630 

Agriculture 

301 

640 

Household 

arts  and  economics 

303 

641 

Cooking 

303 

646 

Sewing 

303 

680 

Manual  training  and  handicrafts 

304 

750 

Pictures 

304 

780 

Music 

305 

790 

Amusements;  sports 

30^ 

800 

Literature 

306 

808 

Collections 

306 

811 

Poetry 

308 

812 

Drama ;  plays 

308 

910 

Geography 

309 

912 

Atlases 

310 

914 

Geography 

of  Europe 

310 

914.1 

Scotland;  Ireland 

914.2 

England 

914.3 

Germany;   Austria 

914.4 

France 

914-5 

Italy 

914.6 

Spain ;  Portugal 

914.7 

Russia 

914.8 

Norway  ;  Sweden  ;  Denmark 

014.9 

Other  countries 

915 

Geography 

of  Asia 

311 

915.1 

China ;   Korea 

91S.2 

Japan 

915.3 

Arabia 

915.4 

India 

915.5 

Persia 

915.6 

Turkey 

9^5-7 

Siberia 

gi6 

Geography 

of  Africa 

311 

916.1 

North  Africa 

916.2 

Egypt 

916.8 

South  Africa 

917 

Geography 

of  North  America 

312 

917.1 

Canada;  Britsh  America 

917.2 

Mexico;  Central  America;  West  Indies 

917.3 

United  States 

917.73 

Illinois 

917.98 

Alaska 

918 

Geography 

of  South  America 

312 

918.1 

Brazil 

918.2 

Argentina 

919 

Geography 

of  Oceania ;  Polar  regions 

313 

919.1 

Philippine  islands 

919.4 

Australia 

919.6 

Hawaiian  islands 

919.8 

Eskimos 

920 

Biography 

313 

929 

Flags 

316 

930 

Ancient  history 

316 

937        History  of  Rome 
^38        History  of  Greece 


THE   SCHOOL  LIBRARY. 

940       History  of  Europe  316 


941 

Scotland;  Ireland 

942 

England 

943 

Germany;  Austria 

944 

France 

945 

Italy 

946 

Spain;  Portugal 

947 

Russia 

948 

Norway  ;  Sweden  ;  Denmark 

949 

Other  countries 

950 

History 

of  Asia,  subdivided  like  915 

960 

History 

of  Africa,  subdivided  like  916 

970 

History 

of  North  America 

970. 

I     American  Indians 

971 

Canada 

972 

Mexico;  Central  America;  West  Indies 

912, 

United  States 

973.1  Discovery  and  exploration 

973.2  Colonies 

973-3     Revolutionary  war 
973.4     National  expansion 
973-7     Civil  war 
973.8     Since  the  Civil  war 

977: 

3        Illinois 

980 

History 

of  South  America,  subdivided  like  918 

990 

History 

of  other  countries 

317 


317 


320 


LIST  OF  BOOKS. 
020     School  Libraries  and  Their  Care 

Bascom,  E.  L. — Book  selection  A.  L.  A.  pub.  bd.     15c 

Brown,  M.  W. — Mending  and  repair  of  books  A.  L.  A.  pub.  bd.     iSc 

Cutter,  C.  A. — Two  figure  author  tables  Library  Bureau     $1.75 

Dewey,  Melvil — Abridged  decimal  classification  Library  Bureau     $1.50 

Fay,  L.  E.  &  Eaton,  A.  T. — Instruction  in  the  use  of  books  and  libraries 

Boston  bk.  co.     $225 
Foster,  W.  E.  &  Wheeler,  M.  T. — How  to  choose  editions 

A.  L.  A.  pub.  bd.     15c 
Hitchler,  Theresa — Cataloging  for  small  libraries,     rev.  ed. 

A.  L.  A.  pub.  bd.     $1.00 
Mann,   Margaret — Subject  headings   for  juvenile  catalogs 

A.  L.  A.  pub.  bd.     $1.50 
Severance,  H.  O. — Library  primer  for  high  schools 

Missouri  bk.  co.     $1.25 
Ward,   G.   O. — Practical   use  of  books   and   libraries.     3d   ed. 

Boston  bk.  co.     $1.25 
Wyer,  J.   I. — U.   S.   government  documents   in   small   libraries. 

A.  L.  A.  pub.  bd.     15c 
030     General  Reference  Books 
Brewer,    Ebenezer — Dictionary    of    phrase    and    fable,    giving   the    deriva- 
tion,source  or   origin   of   common   phrases,   allusions   and   words   that 
have  a  tale  to  tell  Lippincott     $3.50 

Champlin,  J.  D. — Young  folks  cyclopedia  of  common  things  Holt  $3.00 
Champlin,  J.  D. — Young  folks  cyclopedia  of  literature  and  art  Holt  $3.00 
Champlin,  J.   D. — Young  folks  cyclopedia  of  persons   and   places 

Holt    $3.00 
Chicago  daily  news  almanac  and  yearbook;   annual;   latest  volume 

Chicago  daily  news  cr     50c 

Everyman's   encyclopedia.      I2v.  Dutton     $6.00 

Same  in  reenforced  binding  '^8.00 


THE    SCHOOL   LIBRARY.  289 

Kroeger,  A.  B. — Guide  to  the  study  and  use  of  reference  books ;  revised 
and  enlarged  by  I.  G.  Mudge  A.  L.  A.  pub.  bd.    $2.00 

Robert,    H.     M. — Pocket    manual    of    rules    of    order     for    deliberative 
assemblies  Scott    $1.00 

Standard  reference  work  for  the  home,  school  and  library.  6v. 

Welles     $21.75 

Statistical    abstract    of   the   United    States;    annual;    free    through    Con- 
gressmen Govt.  prtg.  office 

Whipple,  G.  M. — How  to  study  effectively  Pub.  scTi.  pub.  co.     50c 

Wiswell,  L.  0. — How  to  use  reference  books  Amer.  bk.  co.    6oc 

World  almanac  and  encyclopedia ;  annual ;  latest  volume 

Press  pub.  co.     6oc 
Same  in  paper  binding  3Sc 

170     Morals  and   Manners 

Cabot,  E.  L.  — Ethics   for  children;  a  guide  for  teachers  and  parents 

Houghton.     $1.25 

7-8       Crow,  Mrs.  M.  F. — American  country  girl  Stokes     $1.75 

7-12     Dewey,  J.  M. — Lessons  on  manners,  arranged  for  grammar  schools,  high 

schools  and  academies  Hinds     75c 

7-12     Dewey,  J.  M. — Lessons  on  morals,  arranged  for  grammar  schools,  high 

schools  and  academies  Hinds     75c 

7-12     MacGregor,  T.  D. — Book  of  thrift;   why  and  how  to  save  and  what  to 

do  with  your  savings ;  a  book  of  inspiration  and  practical  help 

Funk    $1.00 
McKeever,  W.  A. — Farm  boys  and  girls  Macmillan    $1.50 

220     Bible  Stories 

4-5       Chisholm,  Edwin^Old  Testament  stories  (Told  to  the  children  series) 

Dutton     50c 
6-8      Guerber,  H.  A. — Story  of  the  chosen  people  Amer.  bk.  co.     60c 

4-5       Proudfoot,  A.  H. — Child's  Christ  tales  Flanagan    $1.00 

290    Mythology 

3-5       Baldwin,  James — Old  Greek  stories  Amer.  bk.  co.     45c 

6-8      Baldwin,  James — Story  of  the  golden  age  Scribner    $1.50 

4-6      Brown,  A.  F. — In  the  days  of  giants ;  a  book  of  Norse  tales 

Houghton    $1.10 
2-3       Cooke,   F.   J. — Nature  myths   and   stories    for  little  children 

Flanagan    35c 
3-5       Foster,   M.   H.  &  Cummings,  M.   H. — Asgard  stories ;   tales   from   Norse 
mythology  Silver    36c 

4-6      Francillon,  R.  E. — Gods  and  heroes ;  or,  The  kingdom  of  Jupiter 

Ginn     40c 
6-8      Guerber,  H.  A. — Myths  of  Greece  and  Rome,  narrated  with  special  refer- 
ence to  literature  and  art  Amer.  bk.  co.     $1.50 
5-8      Hawthorne,   Nathaniel — Tanglewood  tales   for  girls    and    boys,    being    a 
second  Wonder  book  Houghton    40c 
5-8      Hawthorne,  Nathaniel — Wonderbook  for  girls  and  boys        Houghton    40c 
5-8      Hawthorne,  Nathaniel — Wonderbook  and  Tanglewood  tales  for  girls  and 
boys,  with  pictures  by  Maxfield  Parrish  Duffield    $2.50 
5-7      Keary,    A.    &    Keary,    E. — Heroes    of    Asgard;    tales    from    Scandinavian 
mythology                                                                                    Macmillan     50c 
4-7      Kingsley,  Charles — Heroes;  or  Greek  fairy  tales    (Everyman's  library) 

Dutton     35c 

Kingsley,  Charles — Heroes  Macmillan    $1.00 

Kingsley,  Charles — Heroes,  illustrated  by  T.  H.  Robinson      Dutton    $2.50 

5-8      Mabie,  H.  W. — Norse  stories  retold  from  the  Eddas  Rand     40c 

."i-S       Peabody,  J.  P.— Old  Greek  folk  stories  told  anew  Houghton     25c 


THE    SCHOOL   LIBRARY, 


350     Civics 

Blue  book  of  the  State  of  Illinois;  biennial  Sec'y.  of  State    Free 

B     Dole,  C.  F.— Young  citizen  Heath     .45 

A     DuPuy,  W.  A. — Uncle  Sam :  wonderworker ;  strange  feats  performed 

by  the  government  in  its  work  in  behalf  of   the  ninety  millions 

Stokes     $1.25 
A    DuPuy,  W.  A.— Uncle  Sam's  miracles;  his  gigantic  tasks  that  benefit 

humanity  .    Stokes     $1.25 

A     Haskin,  F.  J. — American  government  Lippmcott    $1.00 

A     Price    O    W. — Land  we  live  in;  the  boys'  book  of   conservation 

Small  $1.50 
A  Rolt-Wheeler,  Francis— Boy  with  the  U.  S.  census  Lothrop  $1.50 
A  Rolt-Wheeler,  Francis— Boy  with  the  U.  S.  foresters  Lothrop  $1.50 
A    Rolt-Wheeler,  Francis— Boy  with  the  U.   S.  survey       Lothrop     $1.50 

370     Books  for  Teachers 

Arnold,  S.  L.— Waymarks  for  teachers,  showing  the  aims,  principles  and 
plans  of  everyday  teaching  with  illustrative  lessons  Silver     1.25 

Bagley    W    C— Classroom  management;  its  principles  and  technique 

Macmillan    $1.25 

Bagley,  W.  C— Educative  process  Macmillan    $1.25 

Bailey,  C.  S.  &  Lewis,  C.  M.— For  the  children's  hour  Bradley    $1.50 

Bailey,  L.   H.— Nature  study  idea;   an  interpretation  of  the  new   school 

movement  to  put  the  young  into  relation  and  sympathy  with  nature 

Macmillan    $1.00 

Bancroft,  J.  H.— Posture  of  school  children  Macmillan    $1.50 

Barnes,  Walter — English  in  the  country  school  Row     $1.25 

Betts,  G.  H.— New  ideals  in  rural  schools  Houghton    60c 

Betts,  G.  H.  &  Hall,  O.  E.— Better  rural  schools  Bobbs    $1.25 

Bigham    M.  A.— Little  folks'  land;  the  story  of  a  little  boy  in  a  big  world 

Atkinson  $2.00 
Booth    M.  J.— Material  on  geography  which  may  be  obtained  free  or  at 

small  cost  A.  L.  A.  pub.  bd.    25c 

Bourne,    H.    E.— Teaching   of   history    and    civics   in   the    elementary   and 

secondary  school  Longmans     $1.50 

Briggs,  T.  H.  &  Coffman,  L.  D.— Reading  in  public  schools  Row  $1.25 
Brown'  J    C.  &  Coffman,  L.  D.— How  to  teach  arithmetic;  a  manual  for 

teachers  Row    $1.00 

Bryant,  S.  C— How  to  tell  stories  to  children  Houghton     $1.00 

Bryant,  S.  C— Stories  to  tell  to  children  Houghton    $1.00 

Cabot,  E.  L.  &  Others— Course  in  citizenship  Houghton    $1.25 

Carney,    Mabel — Country   life   and   the    country    school;    a   study   of    the 

agencies  of  rural  progress  and  of  the  social  relationship  of  the  school 

to  the  country  community  Row     $1.25 

Chapman     T     C.   &    Rush,    G.    P.— Scientific    measurements    of    classroom 

products  Silver    $1.25 

Charters,  W.  W. — Teaching  the  common  branches;  a  textbook  for  teach- 
ers of  rural  and  graded  schools  Houghton  $i.3S 
Chubb    Percival— Teaching  of   English   in   the   elementary  and   secondary 

gj,^ool  Macmillan    $1.00 

Colby,  T.  R.— Literature  and  life  in  school  Houghton     $1.25 

Colby,  "L.    E.— Talks   on    drawing,    painting,    making   and    decorating    for 

primary  teachers  Scott     $i-50 

Colgrove,  C.  P.— Teacher  and  the  school  Scnbner     $1.25 

Comstock,   A.   B.— Handbook  of   nature   study   for   teachers   and   parents, 

based'  on  the  Cornell  nature  study  leaflets.  2v.  Comstock  $4.00 
Cox    T.  H. — Literature  in  the  common  schools  Little     90c 

Cubberley,  E.     P.— Rural  life  and  education;  a  study  of  the  rural  school 

problem  as  a  phase  of  the  rural  life  problem  Houghton     $1.50 


THE   SCHOOL  LIBRARY.  291 

Deming,   A.   G. — Language   games    for   all   grades ; '  designed   to   establish 
the  habit  of  correct  speech  and  to  increase  the  child's  vocabulary 

Beckley-Cardy     65c 
Dewey,  John — School  and  society  Chicago  univ.     $1.00 

Dewey,  John  &  Dewey,  Evelyn — Schools  of  tomorrow  Dutton    $1.50 

Dinsmore,  J.  W. — Teaching  a  district  school ;  a  book  for  young  teachers 

Amer.  bk.    co.     $1.00 

Dobbs,  E.  V. — Primary  handwork  Macmillan     75c 

Dodge,  R.  E.  &  Kirchwey,     C.  B. — Teaching  of  geography  in  elementary 

schools  Rand    $1.00 

Dopp,  K.  E. — Place  of  industries  in  elementary  education 

Chicago  univ.     $1.00 
Dresslar,  F.  B. — School  Hygiene  Macmillan    $1.25 

Earhart,  L.  B. — Teaching  children  to  study  Houghton    60c 

Earhart,  L.  B. — Types  of  teaching  Houghton    $1.35 

Field,  Jessie — Corn  lady;  story  of  a  country  teachers  work     Flanagan     50c 
Field,  W.  T. — Fingerposts  to  children's  reading  McClurg    $1.00 

Foght,  H.  W. — American  rural  school;  its  characteristics,  its  future  and 
its  problems  Macmillan     $1.25 

Freeman,  F.  N. — Psychology  of  the  common  branches       Houghton     $1.25 
Freeman,  F.  N. — Teaching  of  handwriting  Houghton     6oc 

Gesell,  A.  L. — Normal  child  and  primary  education  Ginn     $1.50 

Gilman,  M.  L.  &  Williams,  E.   B. — Seatwork  and  industrial   occupations ; 
a  practical  course  for  primary  grades  Macmillan     50c 

Haliburton,  M.  W.  &  Smith,  A.  G. — Teaching  poetry  in  the  grades 

Houghton     60C 
Hartwell,  E.  C. — Teaching  of  history  in  the  high  school       Houghton     35c 
Heffron,  I.  C. — Lessons  in  chalk  modeling;  the  new  method  of  map  draw- 
ing with  introduction  and  suggestions  on  the  use  of  maps 

Educ.  pub.  CO.    $2.00 
Hinsdale,  B.  A. — Teaching  the  language  arts;  speech,  reading,  composition 

Amer.  bk.  co.     $1.00 
Hunt,  C.  W. — What  shall  we  read  to  the  children?  Houghton    $1.00 

Hurll,  E.  M. — How  to  show  pictures  to  children  Houghton    $1.00, 

Johnson,   G.  E. — Education  by  plays  and  games  Ginn     90c 

Johnson,     Henrj- — Teaching    of    history     in     elementary     and     secondary 
schools  Macmillan     $1.40 

Kern,  O.  J. — Among  country  schools  Ginn    $1.25 

King,  Irving — Education  for  social  efficiency;  a  study  in  the  social  re- 
lations of  education  Appleton  $1.50 
King,  Myra — Language  games ;  a  method  of  using  play  for  establishing 
correct  habits  of  spelling  in  primary  grades  Educ.  pub.  co.  50c 
Klapper,  Paul — Principles  of  educational  practice  Appleton  $1.75 
Klapper,  Paul — Teaching  children  to  read  Appleton  $1.25 
Klapper,   Paul — Teaching  of  arithmetic ;    a   manual    for  teachers 

Appleton    $1.45 
Klapper,    Paul — Teaching   of   English ;    teaching  the   art   and    science    of 
language  Appleton    $1.25 

Ledyard,    M.    F.    &    Beckeneld,    B.    H. — Primary    manual    work;    a    sug- 
gestive outline  for  a  year's  course  in  first  and  second  grades 

Bradley    $1.20 
Lee,  Joseph — Play  in  education  Macmillan    $1.50 

Lindsay,  Maud — Mother  stories  Bradley    $1.00 

Lyman,  Edna — Story  telling;  what  to  tell  and  how  to  tell  it 

McClurg    75c 
MacClintdck,  P.  L. — Literature  in  the  elementary  school 

Chicago  univ.     $1.00 

McMurry,  C.  A. — Special  method  in  reading  in  the  grades,  including  the 

oral  treatment  of  stories  and  the  reading  of  classics      Macmillan    $1.25 


THF   SCHOOL  LIBRARY. 

McMurry,  C.  A.  &  McMurry,  F.  M. — Method  of  the  recitation 

Macmillan    90c 
McMurry,  F.  M. — How  to  study  and  teaching  how  to  study 

Houghton    $1.25 
Newell,  C.  E. — Constructive  work  for  schools  without  special  equipment 

Bradley    $1.20 
Olcott,  F.   J.— Children's   reading  Houghton     $1.25 

O'Shea,  M.  V. — Everyday  problems  in  teaching  Bobbs    $1.25 

Palmer,  G.  H. — Self  cultivation  in  English  Houghton    35c 

Palmer,   G.   H.  &  Palmer,  Mrs.  A.  E.   F. — The  teacher;   essays  and  ad- 
dresses on  education  Houghton    $1.50 
Perry,  C.  A. — Wider  use  of  the  school  plant        Charities  pub.  com.     $1.25 
Poulsson,   Emilie — ^^In   the  child's   world;   morning  talks   and   stories    for 

kindergarten,  primary  schools  and  home  Bradley    $2.00 

Sage,  Elizabeth  &  Cooley,  A.  M. — Occupations  for  little  fingers;  a  manual 

for  grade  teachers,  mothers  and  settlement  workers       Scribner    $1.00 
Sargent,  Walter — Fine  and  industrial  arts  in  elementary  schools 

Ginn     7Sc 
Sargent,  Walter  &  Miller,  E.  E. — How  children  learn  to  draw 

Ginn    $1.00 
Sawyer,  N.  A. — Five  messages  to  teachers  of  primary  reading 

Rand    $1.00 
Schmucker,  S.  C. — Study  of  nature  Lippincott     $1.25 

Scott,  C.  B.— Nature  study  and  the  child  Heath    $1.50 

Seegmiller,    Wilhelmina — Primary   handwork  Atkinson    $1.00 

Shedlock,  M.  L.— Art  of  the  story  teller  Appleton    $1.75 

Smith,  W.  H. — All  the  children  of  all  the  people;  a  study  of  the  attempt 

to  educate  everybody  Macmillan    $1.50 

Strayer,  G.  D. — Brief  course  in  the  teaching  process  Macmillan    $1.25 

Strayer,  G.  D.  &  Norsworthy,  Naomi — How  to  teach      Macmillan    $i.-io 
Sutherland,  W.  J. — Teaching  of  geography  Scott    $1.23 

Suzzalo,  Henry — Teaching  of  primary  arithmetic  a  critical  study  of  recent 

tendencies  in  method  Houghton    6oc 

Suzzalo,     Henry — Teaching    of     spelling;     a     critical     study     of     recent 

tendencies  in  method  Houghton    6oc 

Terman,  L.  M. — Hygiene  of  the  school  child  Houghton    $1.65 

Terman,    L.     M. — Teacher's    health ;     a    study    in    the    hygiene    of    an 

•occupation  Houghton    60c 

Wertz,  A.  P.— Outlines  in  picture  study  Flanagan    30c 

Whitney,    Frederick— Blackboard    sketching  Bradley    50c 

Wiggin.  K.    D.    &    Smith,    N.    A.— Story    hour;    a   book    for    home    and 

kindergarten  Houghton    $1.00 

Wilson,  H.  B.  &  Wilson,  G.  M. — Motivation  of  school  work 

Houghton    $1.35 
Worst,  E.  F.  &  Keith,  Edna— Educative  seatwork  Charles     75c 

Wray,  A.  W. — Jean  Mitchell's  school  Pub.  sch.  ptib.  CO    $1.00 

398     Fables,  Fairy  Tales  and  Legends 

Aesop— Fables  ;  edited  by  J.  H.  Stickney  Ginn     40c 

Aesop — Fables  told  anew  and  their  history  traced  by  Joseph  Jacobs 

Macmillan     $1.50 
Alden,  R.  M.— Why  the  chimes  rang  Bobbs     50c 

Andersen,  H.  C— Fairy  tales,  trans,  bv  Mrs.  E.  Lucas  Button    $2.50 

Andersen,  H.  C— Stories  Houghton    40c 

Arabian  Nights— Stories  from  the  Arabian  Nights  Houghton    40c 

Arabian  Nights;  their  best  known  tales;  edited  by  K.  D.  Wiggin  &  N.  A. 

Smith;  illus.  by  Maxfield  Parrish  Scribner    $2.50 

Arabian  Nights  entertainments,  based  on  a  translation   from  the  Arabic 

by  E.  W.  Lane;  edited  by  F.  J.  Olcott;  illus.  by  M.   S.  Orr 

Holt    $1.50 


THE   SCHOOL  LIBRARY. 


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3-5 
3-5 
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4-5 
3-4 

5-8 
5-6 
4-5 
5-6 


Asbjornson,  P.  C. — Fairy  tales  from  the  far  north  Burt    62c 

Baldwin,  James — Story  of  Roland  Scribner    $1.50 

Baldwin,  James — Story  of  Siegfried  Scribner    $1.50 

Baldwin,  James — Wonder  book  of  horses  Century     75c 

Barber,  G.  E. — Wagner  opera  stories  Pub.  sch.  pub.  co.     50c 

Barrie.  J.  M. — Peter  and  Wendy  Scribner    $1.50 

Barrie,    J.    M. — Peter    Pan    in    Kensington    gardens ;    with    drawings    by 

Arthur  Rackham  Scribner    $1.50 

Brooke,  Leslie — Golden  goose  book  Warne    $2.00 

Brown,  A.  F. — Book  of  saints  and  friendly  beasts  Houghton    $1.25 

Browne,   Frances — Granny's  wonderful  chair  and   the  tales   it   told 

Heath     30c 
Carroll,  Lewis,  pseud. — Alice's   adventures   in  wonderland 

Macmillan    $1.00 
Carroll,  Lewis,  pseud. — Through  the  looking  glass  and  what  Alice   found 

there  Macmillan     $1.00 

Chapin,  A.  A. — Story  of  the  Rhinegold  told  for  young  people 

Harper    $1.25 
Coussens,  P.  W. — Child's  book  of  stories ;  illus.  by  J.  W.  Smith 

Duffield     $2.25 
Cox,  J.  H.  tr.  Siegfried  Row     50c 

Craik,  Mrs.  D.  M.  M. — Adventures  of  a  brownie  as  told  to  my  child 

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Craik,  Mrs.  D.  M.  M. — Little  lame  prince  Heath     30c 

Craik,   Mrs.   D.  M.   M. — Little  lame  prince  and  his   travelling  cloak,  with 

pictures  by  Hope  Dunlap  Rand    $1.25 

Crothers,  S.  M. — Miss  Muffet's   Christmas  party  Houghton    $1.00 

Finnemore,  John — Story   of   Robin   Hood   and   his   merry   men 

Macmillan    $1.50 
Grimm,  J.  L.   K.  &   Grimm,   W.   K. — Fairy  tales;   trans,   by  Mrs.   Edgar 

Lucas ;  illus.  by  Arthur  Rackham  Doubleday     $1.50 

Grimm,  J.  L.  K.  &  Grimm,  W.   K. — German  household  tales 

Houghton     40c 
Grimm,  J.  L.   K.  &  Grimm,   W.   K. — Household   stories ;   trans,   by   Lucy 

Crane  and  done  into  pictures  by  Walter  Crane  Macmillan    $1.50 

Harris,  J.  C. — Little  Mr.  Thimblefinger  and  his  queer  country ;  what  the 

children  saw  and  heard  there  Houghton     $1.80 

Harris,  J.  C. — Nights  with    Uncle    Remus ;    myths    and    legends    of    the 

old  plantation  Houghton     $1.50 

Harris,  J.  C. — Uncle  Remus,  his  songs  and  his  sayings        Appleton    $2.00 
Herbertson,  A.  C. — Heroic  legends  Caldwell    $2.00 

Holbrook,   Florence — Book  of  nature  myths  Houghton    45c 

Jacobs,  Joseph  cd.     Celtic  fairy  tales 
Jacobs,  Joseph  ed.     English  fairy  tales 
Jacobs,  Joseph  ed.     Indian  fairy  tales 
Jacobs,  "Joseph  ed.     More  English  fairy  tales 
Kingsley,  Charles — Waterbabies 
Lang,  Andrew  ed.     Blue  fairy  book 
Lang,  Andrew  ed.     Green  fairy  book 
Lang,  Andrew  ed.     Red  fairy  book 
Lang,   Andrew  ed.     Yellow   fairy  book 

Lorenzini,   Carlo — Pinocchio;   adventures  of  a  marionette,  by  C.   Collodi 

Ginn     40c 
Mabie,  H.  W.  ed.     Legends  every  child  should  know  Doubleday     90c 

MacDonald,  George — At  the  back  of  the  north  wind         Lippincott     $1.50 
MacDonald,  George — Princess  and  the  goblin  Lippincott     $1.50 

Maeterlinck,   Maurice — Bluebird    for   children;   the   wonderful    adventures 

of   Tyltyl   and   Mytyl   in   search   of   happiness,   by   Georgette   Leblanc 

Silver     50c 


Burt 

Burt 

Burt 

Putnam 

Macmillan 

Longmans 

Longmans 

Longmans 


$1.00 
$1.00 
$1.00 

$1.25 
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$1.00 

$1.00 

$1.00 


Longmans     $1.00 


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Malory,  Sir  Thomas — Boy's  King  Arthur;  Sir  Thomas  Malory's  history 
of  King  Arthur  and  his  knights  of  the  Round  Table;  edited  for 
boys  by  Sidney  Lanier;  illus.  by  N.  C.  Wyeth  Scribner     $2.50 

Marshall,  H.  E.  Stories  of  Beowulf  Dutton     50c 

Pyle,  Howard — Merry  adventures  of  Robin  Hood  of  great  renown  in 
Nottinghamshire  Scribner    $3.00 

Pyle,    Howard — Some    merry   adventures    of    Robin    Hood    of    great    re- 
nown in   Nottinghamshire  Scribner     50c 
Pyle,  Howard — Story  of  King  Arthur  and  his  knights         Scribner     $2.50 
Radford,  M.  L. — King  Arthur  and  his  knights  Rand     50c 
Ruskin,  John — King  of  the  Golden  river ;  or  The  black  brothers ;  a  legend 
of  Stiria  Rand    25c 
Scudder,  H.  E. — Book  of  folk  stories  rewritten                      Houghton     45c 
Scudder,  H.  E. — Book  of  legends  told  over  again                  Houghton    50c 
Scudder,  H.  E.  comp.     Children's  book;  a  collection  of  the  best  and  most 
famous  stories  of  the  English  language                         Houghton    $2.50 
A     Stockon,  F.  R. — Fanciful  tales                                                Scribner     50c 
Thackeray,  W.  M. — Rose  and  the  ring;  or,  The  history  of  Prince  Giglio 
and  Prince  Bulbo                                                                           Heath     25c 
Thorne-Thomsen,  Gudrun — comp.  East  o'  the  sun  and  west  o'  the  moon, 

with  other  Norwegian  folk  tales 
Wiggin,  K.  D.  &  Smith,  N.  A.  ed.     Fairy  ring 
Wiggin,  K.  D.  &  Smith,  N.  A.  ed.     Magic  casements 
Wiggin,  K.  D.  &  Smith,  N.  A.  ed.    Tales  of  laughter 
Wiggin,  K.  D.  &  Smith,  N.  A.  ed.     Tales  of  wonder 
Williston,  T.  P. — Japanese  fairy  tales 

425     Grammar 

Baker,   F.   T.   &   Thorndike,   A.    H. — Everyday   English, 

Buehler,  H.  G. — Modern  English  grammar 
Driggs,  H.  R. — Live  language  lessons 

First  book 

Second  book 

Third  book 
Erskine,  John  &  Erskine,   Helen — Written  English  ;   a  guide  to  the  rules 

of  composition  Century    40c 

428     Readers  and  Books  for  Primary  Grades 

Adelborg,  Ottilia— Clean  Peter  and  the  children  of  Grubbylea 

Longmans     $1.25 
Baldwin,  James— Fairy  stories  and  fables  retold  Amer.  bk.  co.     35c 

Bannerman,  Helen — Little  black  Sambo  Stokes     50c 

Banta,  N.  M.  &  Benson,  A.  B. — Brownie  primer  Flanagan    35c 

Bass,  Florence — Nature  studies   for  young  readers;  animal  life 

Heath  40c 
Bass,  Florence — Nature  studies  for  young  readers;  plant  life  Heath  35c 
Bigham,  M.  A. — Stories  of  Mother  Goose  village  Rand    45c 

Blaisdell,  E.  A.  &  Blaisdell,  M.  F.— Boy  Blue  and  his  friends      Little    40c 
Brooke,  L.  L. — Johnny  Crowds  garden;  a  picture  book  Warne     $1.00 

Brooke,  L.  L. — Johnny  Crow's  party;  another  picture  book      Warne     $1.00 
Brown,  C.  L.  &  Bailey,  C.  S. — Jingle  primer ;  a  first  book  in  reading  based 

on  Mother  Goose  rhymes  and  folk  tales  Amer.  bk.  co.     30c 

Bryce,  C.  T.  ed.     Robert  Louis  Stevenson  reader  Scribner     40c 

Bryce,  C.  T. — That's  why  stories  Newson    45c 

Buffington,   B.   E.,   Weimer,  Theresa  &  Jones,  R.   G. — Circus   reader   for 

first  and  second  year  pupils  Sanborn     50c 

Burgess,  F.   G. — Goops  and  how  to  be  them ;  a  manual  of  manners   for 

polite  infants  inculcating  many  juvenile  virtues  both  by  precept  and 

example,  with  drawings  by  the  author  Stokes     $1.50 

Chadwick,  Mrs.  M.  L.  P. — Little  red  hen  Educ.  pub.  co.     30c 


Row 

50c 

Grosset 

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Grosset 

60C 

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60c 

Grosset 

60C 

Rand 

50c 

1,     2V. 

Macmillan    $1.00 

Newson 

60C 

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52c 

5^c 

64c 

Educ.  pub.  CO. 

30c 

Century 

$1.50 

Merrill 

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20c 

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Lane 

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Lane 

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Lane 

$1.25 

Rand 

45  c 

Rand 

45c 

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Chadwick,  Mrs.  M.  L.  P. — Three  bears 

Cox,  Palmer — Brownies;  their  book 

Craik,  G.  M. — Bow-wow   and  Mew-mew 

Craik,  G.  M. — So-fat  and  Mew-mew 

Crane,  Walter — Beauty  and  the  beast  picture  book 

Crane.  Walter — Bluebeard's  picture  book 

Crane,  Walter — Cinderella's  picture  book 

Crane,  Walter — Mother  Hubbard ;  her  picture  book 

Dopp,  K.  E. — Early  cavemen 

Dopp,  K.  E. — Treedwellers 

Dutton,  M.  B. — In  field  and  pasture 

Edson,  A.  W.  &  Laing,  M.  E. — Working  together    (Edson-Laing  readers 

book  4)  Sanborn     50c 

Edson,  A.  W.  &  Laing,  M.  E. — Opportunity  (Edson-Laing  readers  book  5) 

Sanborn    60c 
Fox,  F.  C. — Indian  primer  Amer.  bk.  co.     25c 

Gask,  Lillian — Babes  of  the  wild  Crowell     $1.00 

Gerson,  Virginia — Happy  heart   family  Duffield     $1.25 

Greenaway,  Kate — Marigold  garden;  pictures  and  rhymes       Warne     $1.50 
Greenaway,  Kate — Under  the  window  ;  pictures  and   rhymes   for  children 

Warne     $1.50 
Holbrook,  Florence — Hiawatha  primer  Houghton     40c 

Horsford,  I.  M. — Stories  of  our  holidays  Silver     30c 

Jackson,  H.  H. — Letters   from  a  cat,  published  by  her  little  mistress   for 

the  benefit  of  all  cats  and  the  amusement  of  little  children 

Little    $1.25 
Lang,  Andrew  ed.     Nursery  rhyme  book  Warne     $2.00 

Lefevre,  Felicite — Cock,  the  mouse  and  the  little  red  hen        Jacobs     $r.oo 
Lucia,  Rose — Peter  and  Polly  in  summer  Amer.  bk.  co.     35c 

McMurry,   Mrs.   L.   B. — Classic   stories   for   the   little  ones,   adapted    from 

the  tales  of  Andersen,  Grimm  brothers  and  others 

Pub.  sch.  pub.  CO.     35c 
McMurry,  Mrs.  L.  B. — More  classic  stories  for  the  little  ones 

Pub.  sch.  pub.  CO.     35c 
Mother  Goose ;  the  old  nursery  rhymes ;  illus.  by  Arthur  Rackham 

Century  $2.50 
Mott,  S.  M.  &  Dutton,  M.  B. — Fishing  and  hunting  Amer.  bk.  co.  30c 
Olmstead,  E.  G.  &  Grant,  E.  B.— Ned  and  Nan  in  Holland  Row     40c 

O'Shea,  M.  V.  ed.     Six  nursery  classics  ;  the  house  that  Jack  built,  Mother 

Hubbard  and  her  dog,  Courtship  of   Cock  Robin,   Dame  Wiggins  of 

Lee,  The  old  woman  and  her  pig.  Three  bears  Heath    20c 

Perrault,   Charles — Tales  of   Mother   Goose  as  first  collected  in    1696;   a 

new  translation  by  Charles  Welsh  Heath     20c 

Potter,  Beatrix — Tale  of  Benjamin  Bunny  Warne     50c 

Potter,  Beatrix — Tale  of  Peter  Rabbit  Warne     50c 

Potter,  Beatrix — Tale  of  Squirrel  Nutkin  Warne    50c 

Poulsson,  Emilie — Runaway  donkey  and  other  rhymes   for  children 

Lothrop  $1.25 
Poulsson,   Emilie — Through   the   farmyard   gate;    rhymes   and   stories    for 

little  children  at  home  and  in  kindergarten  Lothrop     $1.25 

Smith,  E.  B.— Chicken  world  Putnam     $2.00 

Smith.  E.  B.— Circus  and  all  about  it  Stokes     $1.00 

Smith,  E.  B. — Farm  book;  Bob  and  Betty  visit  Uncle  John 

Houghton    $1.50 
Smith,  E.  B. — Santa  Claus  and  all  about  him  Stokes     $1.50 

Smith,  Gertrude — Arabella  and  Araminta  stories  Small     $1.00 

Smith,   Gertrude — Rogsie   and    Reggie   stories  Harper     $1.50 

Smith,  L.  R. — Bunny  boy  and  Grizzly  bear  Flanagan     25c 

Smith,  L.  R. — Circus  book;  a  story  reader  with  dramatizations 

Flanagan    35c 


Flanagan 

30c 

Flanagan 

30c 

Flanagan 

30c 

Flanagan 

25c 

Flanatjan 

2SC 

Rand 

40c 

mer.  bk.  co. 

30c 

Rand 

50c 

THE   SCHOOL  LIBRARY. 

Smith,  L.  R. — Circus  cottontails 

Smith,  L.  R. — Little  Eskimo 

Smith,  L.  R. — Seventeen  little  bears 

Smith,  L.  R. — Tale  of  Bunny  Cottontail 

Smith,  L.  R.— Three  little  Cottontails 

Smith,  M.  E.  E. — Eskimo  stories 

Smythe,  E.  L.  ed.     Reynard  the  fox 

Stevenson,  R.  L. — Child's  garden  of  verses 

Stevenson,  R.  L. — Child's  garden  of  verses,  illus.  by  J.  W.   Smith 

Scribner    $2.50 
Wells,  Carolyn — Happychaps  Century     $1.50 

Welsh,  Charles,  comp.  Book  of  nursery  rhymes,  being  Mother  Goose's 
melodies   arranged   in  the  order  of  attractiveness   and   interest 

Heath     30c 
Wiley,  Belle  &  Edick,  G.  W. — Children  of  the  cliff  Appleton    30c 

500     Nature  Study  and  Science 
General 
Andrews,   Jane — Stories   Mother   Nature   told  her   children  Ginn     50c 

Burroughs,  John — Birds  and  bees,   Sharp  eyes  and  other  papers 

Houghton     40C 
Hodge,  C.  F. — Nature  study  and  life  Ginn    $1.50 

Holtz,  F.  L. — Nature  study;  a  manual   for  teachers  and  students 

Scribner     $1.50 
Mcllvaine,   Charles — Outdoors,   indoors  and  up  the  chimney 

S.  S.  times     7S^ 
Sharp,  D.  L. — Fall  of  the  year  Houghton    60c 

Sharp,  D.  L. — Spring  of  the  year  ,  Houghton    60c 

Sharp,  D.  L. — Summer  Houghton    60c 

Sharp,  D.  L. — Winter  Houghton     60c 

Strong,  F.  L.  ed.  All  the  year  round ;  a  nature  reader ;  3v.  Autumn, 
Winter,   Spring  _  "     Ginn     90c 

Wright,  J.  M. — Seaside  and  wayside.  4v.  Heath    $1.55 

520     Astronomy 

Ball,  R.  S. — Star-land ;  being  talks  with  young  people  about  the  wonders 

of  the  heavens  Ginn    $1.00 

Hawkes,  Ellison — Stars  shown  to  the  children  Piatt     90c 

Holden,  E.  S. — Earth  and  sky;  a  primer  of  astronomy  for  young  people 

Appleton     28c 
Mitton,  G.  E. — Children's  book  of  stars  Black     $2.00 

Porter,  J.  G. — Stars  in  song  and  legend,  with  illustrations  from  the  draw- 
ings of  Albrecht  Diirer  Ginn  60c 
Procter,  Mary — Giant  sun  and  his  family  Silver  50c 
Procter,  Mary^ — Stories  of  starland  Silver  50c 
Johnson,  W.  E. — Mathematical  geography                        Amer.  bk.  co    $1.00 

530     Physics  and  Chemistry 

Houston,  E.  J. — Wonder  book  of  light  Stokes     $1.50 

Williams,  Archibald — How  it  works ;  dealing  in  simple  language  with 
steam,  electricity,  light,  heat,  sound,  hydraulics,  optics,  etc.,  and  with 
their  simple  applications  to  apparatus  in  common  use        Nelson     $1.25 

Woodhull,  J.  F. — Manual  of  homemade  apparatus  with  reference  to 
chemistry,  physics  and  physiology  Barnes     65c 

Adams,  J.  H. — Harper's  electricity  book  for  boys,  with  an  explanation 
of  electricity,  light,  heat,  power  and  traction  by  J.  B.  Baker  and  a 
dictionary  of  electrical  terms  Harper      $i.7S 

Collins,  F.  A. — Wireless  man,  his  work  and  adventures  on  land  and  sea 

Century    $1.20 

Gibson,  C.  R. — How  telegraphs  and  telephones  work;  explained  in  non- 
technical language  Seeley     7Sc 


THE   SCHOOL  LIBRARY.  29/ 

6-8  St.  John,  T.  M. — How  two  boys  made  their  own  electrical  apparatus,  con- 
taining complete  directions  for  making  all  kinds  of  simple  apparatus 
for  the  study  of  elementary  electricity  St.  John     $i.oo 

7-8       Sloane,  T.  O. — Electric  toy-making  for  amateurs  Henley     $1.00 

8  Brownlee,  R.  B.  &  others — Chemistry  of  common  things  Allyn     $1.50 

550     Physical  Geography 

7-8       Dodge,   R.   E. — Reader   in  physical   geography    for   beginners 

Longmans     70c 
7-8       Fairbanks,  H.   W. —  Stories  of  the  rocks  and  minerals   for  the  grammar 

grades  Educ.  pub.  co.     60c 

5-6       Frye,  A.  E. — Brooks  and  brook  basins  Ginn     50c 

7-8       Greene,  Homer — Coal  and  coal  mines  Houghton     75c 

7-8       Harrington,  M.  \V. — About  the  weather  Appleton     65c 

7-8       Herrick,  S.  M.  B. — Earth  in  past  ages  Amer.  bk.  co.     60c 

6-8      Houston,  E.  J. — Wonder  book  of  the  atmosphere  Stokes    $1.50 

7-8       Ingersol,  Ernest — Book  of  the  ocean  Century     $1.50 

5-6       Kelley,  J.  G. — Boy  mineral  collectors  Lippincott     $1.35 

7-8       Martin,  E.  A. — Story  of  a  piece  of  coal ;  what  it  is,  whence  it  comes  and 

whither  it  goes  Appleton     35c 

7-8       Ridgley,  D.  C. — General  circulation  of  the  atmosphere         McKnight     15c 
7-8       Ridgley,  D.  C. — Rainfall  of  the  earth  McKnight     15c 

7-8       Ridgley,  D.  C. — Trip  around  the  world  on  the  fortieth  parallel 

McKnight     15c 
7-8      Ridgley,  D.  C. — Vegetation  zones  of  the  earth  McKnight     15c 

7-8       Rogers,  J.  E. — Earth   and  sky  every  child  should  know;   easy   studies  of 

the  earth  and  the  stars  for  any  time  and  place  Grosset     6oc 

8  Shaler,  N.   S. — First  book  in  geology,  designed   for  the  use  of  beginners 

Ginn    75c 
4-8       Thompson,  J.  M. — ^^'ater  wonders  every  child  should  know;  little  studies 

of  dew,  frost,  snow,  ice  and  rain  Grosset     60c 

570     Plant  and  Animal  Life 

4-6      Morley,  M.  W.^ — Song  of  life  McClurg    $1.25 

5-8       Torelle,  Ellen — Plant  and  animal  children  ;  how  they  grow         Heath     6oc 

571     Primitive  Man 

3-4       Bayliss,  Mrs.  C.  K. — Lolami,  the  little  cliff  dweller 

3-4       Bayliss,  Mrs.  C.  K. — Lolami  in  Tusayan 

4-5       Dopp,  K.  E. — Early  sea  people 

3-4       Dopp,  K.  E. — Later  cavemen 

3-4       Mclntyre,  M.  A. — Cave  boy  of  the  age  of  stone 

3-4       Perkins,  L.  F. — Cave  twins 

8-        Waterloo,    Stanley — Story  of   Ab ;    a  tale   of  the  time  of  the   cave   man 

Doubledav    $1.50 
580     Plants 

4-6       Atkinson,  G.  K. — First  studies  of  plant  life  Ginn     60c 

5-8  Bailey,  L.  H.— First  lessons  with  plants  ;  an  abridgement  of  lessons  with 
plants;  suggestions  for  seeing  and  interpreting  some  of  the  common 
forms  of  vegetation  Macmillan    40c 

4-5       Beal,  W.  J. — Seed  dispersal  Ginn    35c 

3-5  Brown,  K.  L. — Plant  baby  and  its  friends ;  a  nature  reader  for  primary 
grades  Silver    48c 

5-8       Carter,  M.  H. — Nature  study  with  common  things  Amer.  bk.  co.     60c 

4-5       Fultz,  F.  M. — Flyaways  and  other  seed  travellers      Pub.  sch.  pub.  co.    60c 

8-  Gaye,  Selina — Great  world's  farm ;  some  account  of  nature's  crops  and 
how  they  are  grown  Macmillan     $1.00 

7-8  Gibson,  W.  H. — Blossom  hosts  and  insect  guests  ;  how  the  heath  family, 
the  bluets,  the  figworts,  the  orchids  and  similar  wild  flowers  welcome 
the  bee,  the  fly,  the  wasp,  the  moth  and  other  faithful  insects 

Newson    80c 


Pub.  sch.  pub.  CO. 

50c 

Pub.  sch.  pub.  CO. 

50C 

Rand 

50c 

Rand 

45c 

Appleton 

40C 

Houghton 

56c 

THE    SCHOOL  LIBRARY. 

Gray,  Asa — New  manual  of  botany;  a  handbook  of  the  flowering  plants 
and  ferns  of  the  Central  and  Northern  United  States  and  adjacent 
Canada  Amer.  bk.  co.    $2.50 

Mathews,  F.  S. — Field  book  of  American  wild  fiowers,  being  a  short  de- 
scription of  their  characteristics  and  habits,  a  concise  definition  of 
their  colors  and  incidental  reference  to  the  insects  which  assist  in 
their  fertilization  Putnam    $1.85 

Morley,  M.  W. — Flowers  and  their  friends  Ginn     50c 

Morley,  M.  W. — Seed  babies  Ginn    25c 

Parsons,  Mrs.  F.  T.  S. — How  to  know  the  wild  flowers;  a  guide  to  the 
names,  haunts  and  habits  of  our  common  wild  flowers,  by  Mrs.  W. 
S.  Dana  Scribner    $2.00 

Parsons,  Mrs.  F.  T.  S. — Plants  and  their  children  Amer.  bk  co.     65G 

Reed,  C.  A. — Flower  guide ;  wild  flowers  east  of  the  Rockies 

Doubleday    $1.00 
Sargent,  F.  L. — Corn  plants;  their  uses  and  ways  of  life      Houghton    75c 
Stack,  F.  W. — Wild  flowers  every  child  should  know,  arranged  according 
to   color,   with   reliable   descriptions   of  the  more  common   species   of 
the  United  States  and  Canada  Doubleday    90c 

Keeler,  H.  L. — Our  native  trees  and  how  to  identify  them ;  a  popular 
study  of  their  habits  and  their  peculiarities  Scribner    $2.00 

Keeler,  H.  L. — Our  northern  shrubs  and  how  to  identify  them ;  a  hand- 
book for  the  nature-lover  Scribner  $2.00 
Mathews,  F.  S. — Familiar  trees  &  their  leaves  Appleton  $1.75 
Rogers,  J.  E. — Trees  every  child  should  know;  easy  tree  studies  for 
all  seasons  of  the  year  Doubleday  90c 
Stokes,  Susan — Ten  common  trees                                      Amer.  bk.  co.     40c 

595     Insects 

Beard,  D.  C. — American  boy's  book  of  bugs,  butterflies  and  beetles 

Lippincott     $2.00 
Bertelli,  Luigi — Prince  and  his  ants,  by  Vamba  Holt    $1.35 

Comstock,  J.  H. — Insect  life ;  an  introduction  to  nature  study  and  a  guide 

for  teachers,  students  and  others  interested  in  out-of-door  life 

Appleton     $1.75 
Dickerson,  M.  C— Moths  and  butterflies  Ginn     $1.25 

Eliot,  I.  M.  &  Soule,  C.  G. — Caterpillars  and  their  moths      Century    $2.00 
Emerton,  J.  H. — Common  spiders  of  the  United  States  Ginn     $1.50 

Holland.  W.  J. — Butterfly  book;   a  popular  guide  to  a  knowledge  of  the 

butterflies  of  North  America  Doubleday    $3.00 

Howard,  L.  O. — Insect  book;  a  popular  account  of  the  bees,  wasps,  ants, 

grasshoppers,    flies    and    other    North    American    insects    exclusive    of 

the  butterflies,  moths  and  beetles,  with  full  life  histories 

Doubleday    $3.00 
Morley,  M.  W.— Bee  people  McClurg    $1.25 

Morlev,  M.  W. — Butterflies  and  bees  Ginn    60c 

Morley,  M.  W.— Grasshopper  land  McClurg    $1.25 

Noel,  Maurice — Buz;   or.  The  life  and  adventures  of  a  honev  bee 

Holt    $1.00 
Patterson,  A.  J. — Spinner  family  McClurg    $1.00 

Schwartz,  J.  A. — Grasshopper  Green's  garden;  the  story  of  somewonder- 

ful  little  lives ;  a  nature  reader  for  elementary  schools        Little    50c 
Smith,  J.  B. — Our  insect  friends  and  enemies ;  the  relation  of  insects  to 

man,  to  other  animals,  to  one  another  and  to  plants,  with  a  chapter 

on  the  war  against  insects  Lippincott    $1.50 

Weed,  C.  M. — Insect  world;  a  reading  book  on  entomology 

Appleton    60c 
Weed,  C.  M. — Stories  of  insect  life  Ginn     25c 

Weed,    C.    M.    &   Murtfelt,   M.   E. — Stories    of    insect   life;    sumrner   and 

autumn ;   second  series  Ginn     30c 


THE   SCHOOL  LIBRARY.  299^ 

597  Fishes 

6-8      Baskett,  J.  N.— Story  of  the  fishes  .        Appleton    65c 

7-8      Rolt-Wheeler,  Francis— Boy  with  the  U.  S.  fisheries  Lothrop    $1.50 

598  Birds 

7-8      Chapman,  F.  M.— Bird  life;  a  guide  to  the  study  of  our  common  birds 

Appleton     $2.00 

6-8      Chapman,   F.   M.— Handbook   of   birds   of   eastern    North   America,   with 

introductory  chapters  on  the  study  of  birds  in  nature  Appleton    $3.50 

4-8      Chapman,  F.  M.— Travels  of  birds  Appleton    45c 

6-8      Doubleday,  Mrs.  N.  B.  D. — Bird  neighbors;  an  introductory  acquaintance 

with   one   hundred   and    fifty   birds   commonly    found    in   the   garden, 

meadow  and  woods,  about  our  homes,  by  Neltje  Blanchan 

Doubleday    $2.00 
6-8      Doubleday,  Mrs.  N.  B.  D.— How  to  attract  the  birds  and  other  talks  about 

birds  neighbors  Doubleday    $1.35 

6-8      Mathews,  F.  S.— Field  book  of  wild  birds  and  their  music;  a  description 

of   the   characteristics   and   music   of   birds   intended   to   assist   in   the 

identification  of  species  common  in  the  eastern  United   States 

Putnam     $2.00 
4-7       Miller,  O.  T.— First  book  of  birds  Houghton     60c 

5-8       Miller,  O.  T.— Second  book  of  birds  Houghton     $1.00 

6-8       Miller,  O.  T. — True  bird  stories  from  my  note-books         Houghton     $1.00 
5-8      Reed,  C.  A. — Bird  guide;   part   i,  water  birds,  game  birds  and  birds  of 

prey  east  of  the  Rockies  Doubleday    $1.00 

5-8      Reed,  C.  A. — Bird  guide;   part  2,  land  birds   east  of  the  Rockies,   from 

parrots  to  bluebirds  Doubleday    $1.00 

3-4      Trimmer,  Sarah — History  of  the  robins  Heath     20c 

7-8      Weed,  C.  M.  &  Dearborn,  Ned — Birds  in  their  relations  to  man ;  a  manual 

of  economic  ornithology  for  the  United  States  and  Canada 

Lippincott     $2.50 
599     Animals  and  Animal  Stories 
3-5       Burgess,  T.  W.— Mother  West  Wind's  children  Little    $1.00 

yS       Burgess,  T.  W.— Old  Mother  West  Wind  Little    $1.00 

3-5       Burgess,  T.  W.— Old  Mother  West  Wind's  animal  friends       Little    $1.00 
5-8       Burroughs,' John — Squirrels   and  other   fur-bearers  Houghton     60c 

4-6       Carter,  M.  H.  ed. — About  animals,  retold  from  St.  Nicholas 

Century    65c 
5-8      Carter,  M.  H.  cd.— Bear  stories  retold  from  St.  Nicholas  Century    65c 

4-6      Carter,  M.  H.  ed.—Cat  stories  retold  from  St.  Nicholas  Century    65c 

5-8       Carter,  M.  H.  ed. — Lion  and  tiger  stories  retold  from  St.  Nicholas 

Century    65c 
5-7      Carter,  M.  H.  ed. — Stories  of  brave  dogs  retold  from  St.  Nicholas 

Century    65c 
3-6      De  la  Ramme,  Louise — Moufflon,  by  Ouida  Stokes     50c 

y-       Drummond,  Henry — Monkey  that  would  not  kill  Dodd     $1.00 

6-8      Dyer,  W.  A.— Pierrot ;  dog  of  Belgium  Doubleday    $1.00 

3-5       Eddy,  S.  J.  comp. — Friends  and  helpers  _  Ginn     6oc 

7-8      Hornaday,  W.  T. — American  natural  history;     a     foundation     of     useful 

knowledge  of  the  higher  animals  of  North  America       Scribner     $3.50 
6-8      Ingersoll,  Ernest— Wild  neighbors;  outdoor  studies  in  the  United  States 

Macmillan    50c 
4-6       Tohonnot,  James — Friends   in   feathers   and   fur  and  other  neighbors;    for 

young  folks  Amer.  bk.  co.     30c 

6-8      Jordan,  D.  S.  ed.—Tru&  tales  of  birds  and  beast  Heath     40c 

4-S       Kelly,  Mrs.  M.  A.  B. — Short  stories  of  our  shy  neighbors 

Amer.  bk.  co.     50c 
4-6       Kipling,  Rudyard— Jungle  book  Century     $1.50 

3-5       Kipling,  Rudyard — Just  so  stories   for  little  children         Doubleday     $1.20 
4-6      Kipling,  Rudyard— Second  jungle  book  Century    $1.50 


THE   SCHOOL  LIBRARY. 

Lang,  Andrew,  ed. — Animal  story  book  Longmans    $i.oo 

Long,  W.  J. — Little  brother  to  the  bear  and  other  animaT  stories 

Ginn     50c 
Long,  W.  J. — Secrets  of  the  woods  Ginn    50c 

Long,  W.  J. — Ways  of  wood  folk  Ginn     50c 

Long,  W.  J. — Wilderness  ways  Ginn     50c 

Monteith,  John  &  Monteith,  Caroline — Some  useful  animals  and  what 
they  do  for  us  Amer.  bk.  co.     50c 

Muir,  J^ohn — Stickeen  Houghton    25c 

Pierson,  C.  D. — Among  the  meadow  people  Dutton    $1.00 

Saunders,  Marshall — Beautiful  Joe;  an  autobiography 

Amer.  Bap.  pub.  soc.     50c 
Schwartz,  J.  A. — Wilderness  babies  Little    $1.50 

Segur,  S.  R.,  Comtesse  de  Story  of  a  donkey;  abridged  from  the  French 
by  Charles  Welsh  Heath     20c 

Seton,  E.  T. — Biography  of  a  grizzly  Century  .$1.50 

Seton,  E.  T. — Krag  and  Johnny  Bear;  being  the  personal  histories  of 
Krag,  Randy,  Johnny  Bear  and  Chink  Scribner    50c 

Seton,  E.  T. — Lives  of  the  hunted ;  containing  a  true  account  of  the 
doings  of  five  quadrupeds  and  three  birds  Scribner    $1.75 

Seton,  E.  T.— Lobo,  Rag  and  Vixen;  being  personal  histories  of  Lobo, 
Redruff,  Raggylug  and  Vixen  Scribner    60c 

Sewell,    Anna — Black    beauty;    his    groom    and    companions;    the    auto- 
biography of  a  horse  Grosset     50c 
Sharp,  D.  L. — Watcher  in  the  woods                                              Century    84c 

600     Industries,  Inventions  and  Occupations 
Allen,  N.  B. — Industrial  studies  ;  Europe  Ginn    Soc 

Allen,  N.  B. — Industrial  studies  ;  United  States  Ginn     65c 

Baker,  R.  S. — Boys'  book  of  inventions ;  stories  of  the  wonders  of  mod- 
ern science  Doubleday  $2.00 
Carpenter,  F.  G. — How  the  world  is  clothed  Amer.  bk.  co.  6oc 
Carpenter,  F.  G. — Foods  ;  or.  How  the  world  is  fed  Amer.  bk.  co.  6oc 
CarpenteV,  F.  G. — How  the  world  is  housed  Amer.  bk.  co.  6oc 
Chamberlain,  J.  F. — How  we  are  clothed ;  a  geographical  reader 

Macmillan    40c 
Chamberlain,  J.  F. — How  we  are  fed;  a  geographical  reader 

Macmillan    40c 
Chamberlain,  J.  F. — How  we  are  sheltered ;  a  geographical  reader 

Macmillan     40c 
Chase,  A.  &  Clow,  E. — Stories  of  industry.     2v.  Educ.  pub.  co.     $1.20 

Collins,  F.  A.- — Boy's  book  of  model  aeroplanes ;  how  to  build  and  fly 
them,  with  the  story  of  the  evolution  of  the  flying  machine 

Century     $1.20 
Forman,  S.  E. — Stories  of  useful  inventions  Century    6oc 

Freeman,  W.  G.  &  Chandler,  S.  E.— World's  commercial  products ;  a  de- 
scriptive account  of  the  economic  plants  of  the  world  and  of  their 
commercial  uses  Ginn    $3.00 

From  wool  to  cloth.  Amer.  woolen  co.     Free 

Howden,  J.  R. — Boys'  book  of  warships  Stokes     $1.75 

Kirby,  Mary  &  Kirby,  Elizabeth — Aunt  Martha's  corner  cupboard;  or, 
stories  about  tea,  coffee,  sugar,  rice,  etc  Educ.  pub.  co.     40c 

Lane,  Mrs.  M.  A.  L.,  ed. — Industries  of  today  Ginn    25c 

Mofifet,  Cleveland — Careers  of  danger  and  daring  Century     $1.50 

Mowry,  W.  A.  &  Mowry,  A.  M. — American  inventions  and  inventors 

Silver     65c 
Rocheleau,  W.  F. — Great  American  industries  Flanagan 

Vol.  I.     Minerals  50c 

Vol.  2.     Products  of  the  soil  50c 

Vol.  3.     Manufacturt>.  50c 

Vol.  4.     Transportaticii  60c 


THE   SCHOOL  LIBRARY.  301 

•3-4       Sliillig,  E.  E. — Four  wonders;   cotton,  wool,  linen,  silk  Rand     50c 

8-        Weaver.  E.  W.— Profitable  vocations  for  girls  Barnes     75c 

8-        Weaver,  E.  W.  &  Byler,  J.  F. — Profitable  vocations  for  boys 

Barnes    $1.00 

6-8      Wright,  Sidney— Romance  of  the  world's  fisheries ;  interesting  descriptions 

of  the  many  and  curious  methods  of  fishing  in  all  parts  of  the  world 

Lippincott     $1.50 

613     Physiology  and  Hygiene  

A     Allen,  W.  H.— Civics  and  health  Ginn     $1.50 

B  Bailey,  R.  R.— Sure  Pop  and  the  safety  scouts  World  bk.  co.  45c 
A  Conn,  H.  W^ — Bacteria,  yeasts  and  molds  in  the  home  Ginn  $1.20 
A     Guerber,  H.  A. — Yourself  and  your  house  wonderful 

Uplift  pub.  CO.     $2.00 
B     Gulick,  C.  v.— Emergencies  _      Ginn     40c 

A     Howard,  L.  O. — Housefly,  disease  carrier;  an  account  of  its  dangerous 
activities  and  of  the  means  of  destroying  it  Stokes     $1.60 

A     Hutchinson,   Woods — Preventable   diseases  Houghton     $1.50 

A  Lipman,  J.  G. — Bacteria  in  relation  to  country  life  Macmillan  $1.50 
A     Rolt- Wheeler,  Francis — Boy  with  the  U.  S.  life  savers    Lothrop    $1.50 

613.7     Physical  Training 

Bancroft,  J.  H. — Games  for  the  playground,  home,  school  and  gymnasium 

Macmillan     1.50 

Clark,   Lydia — Physical   training  for  the  elementary   school;    gymnastics, 

games  and  rhythmic  plays  Sanborn     $1.60 

Curtis,  H.  S. — Play  and  recreation  for  the  open  country  Ginn     $1.16 

Johnson,  G.  E. — Education  by  plays  and  games  Ginn     90c 

614,8     Fire  Prevention 

5-8      Hill,  C.  T.— Fighting  a  fire  Century    $1.50 

4-6       Martin,  F.  E.  &  Davis,  G.  K. — Firebrands  Little     50c 

620     Engineering  and   Machinery 
7-8       Adams,  J.  H. — Harpers'   machinery  book   for  boys,   with  a   dictionary   of 
mechanical  terms  _   Harper     $1.50 

7-8  Bond,  A.  R. — Pick  and  shovel  and  pluck;  further  experiences  with  the 
men  who  do  things  Munn     $1.50 

7-8      Bond,  A.  R. — With  the  men  who  do  things  Munn    $1.50 

7-8  Verrill,  A.H. — Harpers'  aircraft  book;  why  aeroplanes  fly,  how  to  make 
models  and  all  about  aircraft,  little  and  big     _  Harper    $1.00 

7-8  Williams,  Archibald — How  it  is  made;  describing  in  simple  language  how 
various  machines  and  many  articles  in  common  use  are  manufactured 
from  the  raw  material  _  Nelson     $1.25 

7-8  Williams,  Archibald — How  it  is  done;  or,  Victories  of  the  engineer,  de- 
scribing in  simple  language  how  great  engineering  achievements  in 
all  parts  of  the  world  have  been  accomplished  Nelson     $1.25 

630     Agriculture 
Bailey,  L.  H. — Country  life  movement  in  the  United  States 

Macmillan    $1.25 
Bailey,  L.  H.,  cd. — Cyclopedia  of  American  horticulture.    4v. 

Macmillan    $20.00 
Bailey,  L.  H. — Farm  and  garden  rule  book;  a  manual  of  ready  rules  and 
reference  Macmillan     $2.00 

Concrete  in  the  country  Amer.  Port.  Cement  mfrs.     25c 

Corbett,  L.  C. — Garden  farming  Ginn    $2.00 

Cromwell,   A.   D. — Agriculture  and  life;  a  textbook   for  normal   schools 
and  teachers'  reading  circles  Lippincott     $1.50 

Davidson,  J.  B.  and  Chase,  L.  W. — Farm  machinery  and  farm  motors 

Judd    $2.00 
Davis,  C.  W. — Rural  school  agriculture;  exercises  for  use  with  any  text- 
book of  agriculture  or  without  a  textbook  Judd    $1.00 


THE    SCHOOL   LIBRARY. 

Grim,  J.  S. — Elementary  agriculture  Allyn    $1.25 

Pee,  Clarence — How  farmers  cooperate  and  double  profits;  first-hand  re- 
ports on  all  the  leading  forms  of  rural  cooperation  in  the  United 
States  and  Europe ;  stories  that  show  how  farmers  can  cooperate  by 
showing  how  they  have  done  it  and  are  doing  it  Judd     $1.50 

Roberts,  I.  P. — Farmstead;  the  making  of  the  rural  home  and  the  lay-out 
of  the  farm  Macmillan    $1.25 

Sanford,  A.  H. — Story  of  agriculture  in  the  United  States        Heath    8oc 
Universal  Portland  Cement  Company — Concrete  for  the  farmer 

Author    soc 
Universal  Portland  Cement  Company — Concrete  silos ;  a  booklet  of  prac- 
tical information  for  the  farmer  and  the  rural  contractor 

Author    Free 

Universal  Portland  Cement  Company — Small  farm  buildings  of  concrete; 

a  booklet  of  practical  information  for     the     farmer     and    the     rural 

contractor  Author     Free 

Warren,  G.  F. — Farm  management  Macmillan    $1.75 

Waters,  H.  J. — Essentials  of  agriculture  Ginn    $1.25 

Weed,  C.  M. — Farm  friends  and   farm   foes ;  a  textbook  of  agricultural 

science  Heath    Qoc 

Hopkins,  C.  G. — Farm  that  won't  wear  out  Author    30c 

Hopkins,  C.  G. — Soil  fertility  and  permanent  agriculture  Ginn     $2.75 

Hunt,   T.    F  &   Burkett,    C.   W. — Soils   and   crops,   with  soils   treated    in 

reference  to  crop  production  Judd    $1.50 

King,   F.   H. — The  soil,   its   nature,   relations  and   fundamental   principles 

of  management  Macmillan     75c 

Lyon,  T.  L.  &  Fippin,  E.  O. — Principles  of  soil  management 

Macmillan     $1.75 
Voorhees,  E.  B. — Fertilizers ;  the  source,  characteristics  and  composition 
of  natural,  home-made  and  manufactured   fertilizers  and  suggestions 
as  to  their  use  for  different  crops  and  conditions  Macmillan    $1.00 

Georgia,  A.  E. — Manual  of  weeds,  with  descriptions  of  all  of  the  most 
pernicious  and  troublesome  plants  in  the  United  States  and  Canada, 
their  habits  of  growth  and  distribution  with  methods  of  control 

Macmillan  $2.00 
O'Kane,  W.  C. — Injurious  insects;  how  to  recognize  and  control  them 

Macmillan  $2.00 
Sanderson,  E.  D. — Insect  pests  of  farm,  garden  and  orchard  Wiley  $3.00 
Hunt,  T.  F. — Cereals  in  America  Judd    $1.75 

Montgomery,  E.  G. — Productive  farm  crops  Lippincott     $1-75 

Green,  S.  B. — Popular  fruit  growing,  prepared  especially  for  beginners 
and  as  a  textbook  for  schools  and  colleges  Webb     $1.00 

Gifford,  John — Practical  forestry  for  beginners  in  forestry,  agricultural 
students,  woodland  owners  and  others  desiring  a  general  knowledge 
of  the  nature  of  the  art  Appleton    $1.20 

Moon,  F.  F.  &  Brown,  N.  C. — Elements  of  forestry  Wiley    $2.00 

Roth,  Filibert — First  book  in   forestry  Ginn     75c 

Duncan,   Frances — Mary's  garden  and  how  it  grew  Century    $1.25 

Duncan,  Frances — When  mother  lets  us  garden ;  a  book  for  little  folks 
who  want  to  make  gardens  and  don't  know  how  Moffat     7Sc 

Fraser,  Samuel — The  potato ;  a  practical  treatise  on  the  potato,  its  char- 
acteristics, planting,  cultivation,  harvesting,  storing,  marketing,  insects 
and  diseases  and  their  remedies,  etc  Judd     75c 

Plemenway,  H.  D. — How  to  make  school  gardens ;  a  manual  for  teachers 
and  pupils  Doubleday     $1.00 

Lloyd,  J.  W — Productive  vegetable  growing  Lippincott    $1.50 

Weed,  C.  M.  &  Emerson,  Philip — School  garden  book        Scribner    $1.25 
American   Poultry  Association.     American  standard   of  perfection,   illus- 
trated ;  a  complete  description  of  all  recognized  varieties  of  fowls 

Author    $1.30 


THE    SCHOOL  LIBRARY.  303 

Bull,  Sleeter — Principles  of  feeding  farm  animals  Macmillan    $1.75 

Henry,  W.  A.  &  Morrison,  F.  B. — Feeds  and  feeding;  a  handbook  for  the 
student  and  stockman  Author     $2.25 

Lewis,  H.  R. — Poultry  keeping;   an  elementary  treatise  dealing  with  the 
successful  management  of  poultry  Lippincott     $1.00 

Lippincott,  W.  A. — Poultry  production  Lea    $2.00 

Plumb,  C.  S. — Types  and  breeds  of  farm  animals  Ginn     $2.00 

Eckles,  C.  H. — Dairy  cattle  and  milk  production ;   prepared    for  the  use 
of  agricultural  college  students  and  dairy  farmers       Macmillan     $1.60 
Comstock,    A.    B. — How    to    keep    bees;    a    handbook    for   the    use    of 
beginners  Doubleday    $1.00 

Some  of  the  best  up-to-date  material  on  agriculture,  household 
science  and  kindred  subjects  is  to  be  found  in  Farmers'  Bulletins,  a 
list  of  which  may  be  had  by  writing  to  the  Department  of  Agriculture 
at  Washington.  Check  this  list  for  the  ones  you  can  use  and  send 
it  to  30ur  Senator  or  Representative.  He  will  send  you  the  bulletins 
free  of  cost.  He  will  also  send  you,  free,  the  yearbook  of  the  Depart- 
ment of  Agriculture,  if  you  ask  for  it. 

640     Household  Arts  and  Economics 

Bevier,  Isabel — The  house;  its  plan,  decoration  and  care 

....  Amer.  sch.  of  home  econ.    $1.25 
Dillaway,  T.  M. — Decoration  of  the  school  and  home  Bradley     $2.00 

Herrick,  G.  W. — Insects  injurious  to  the  household  and  annoying  to  man 

Macmillan    $1.75 
Parloa,  Maria — Home  economics ;  a  guide  to  household  management,  in- 
cluding   the    proper    treatment    of    materials    entering    into    the    con- 
struction and  furnishing  of  the  house  Century     $1.50 
Quinn,  M.  J. — Planning  and  furnishing  the  home;  practical  and  economic 
suggestions  for  the  home  maker  Harper     $1.00 
Richards,  E.  H.  &  Elliott,  S.  M. — Chemistry  of  cooking  and  cleaning 

Whitcomb    $1.25 
Terrill,  B.  M. — Household  management      Amer.  sch.  of  home  econ.     $1.25 

641     Cooking 

7-8       Austin,  B.  J. — Domestic  science.     3v.  Lyons     68c,  72c,  and  $1.00 

7-8       Farmer,  F.  M. — Boston  cooking  school  cook  book  Little     $1.80 

4-6  Johnson,  Constance — When  mother  lets  us  cook;  a  book  of  simple  recipes 
for  little  folks  with  important  cooking  rules  in  rhyme  together  with 
handy  tests  of  the  materials  and  utensils  needed  for  the  preparation 
of  each  dish  Moffat     75c 

7-8      Kinne,  Helen  &  Cooley,  A.  M. — Foods  and  household  management,  a  text- 
book of  the  household  arts  Macmillan     $I.I0 
5-8      Rorer,  Mrs.  S.  T. — Home  candy  making  Arnold    Soc 
7-8      Williams,  M.  E.  &  Fisher,  K.  R. — Theory  and  practice  of  cooking;  a  text- 
book of  household  science  for  use  in  schools              Macmillan    $1.00 

646     Sewing 

5-8  Baldt,  L.  I. — Clothing  for  women,  selection,  design  and  construction;  a 
practical  manual  for  school  and  home  Lippincott     $2.00 

Kinne,  Helen  &  Cooley,  A.  M. — Shelter  and  clothing;  a  textbook  of  the 
household  arts  Macmillan    $1.10 

6-8  McGlauflin,  Idabelle — Handicraft  for  girls;  a  tentative  course  in  needle- 
work, basketry,  designing,  paper  and  cardboard  construction,  textile 
fibers  and  fabrics  and  home  decoration  and  care,  designed  for  use 
in  schools  and  homes  Man. arts  pr.    $1.00 

4-6      Morgan,  M.  E.  H. — How  to  dress  a  doll  Altemus    50c 

4-6      Ralston,  Virginia — When  mother  lets  us  sew  Moffat    75c 

Woolman,  M.  S. — Sewing  course  for  teachers,  comprising  directions   for 
making  the  various  stitches  and  instruction  in  methods  of  teaching 

Fernald    $1.50 


THE   SCHOOL  LIBRARY. 

680     Manual  Training  and  Handicrafts 

Brigham,  Louise — Box   furniture  Century    $1.60 

Crawshaw,  F.  D. — Problems  in  furniture  making  Man,  arts  pr.     $1.00 

Holton,  M.  A.  &  Rollins,  A.  F. — Industrial  work  for  public  schools 

Rand    90c 
Larsson,    Gustaf — Elementary    sloyd    and    whittling;    with    drawings    and 

working  directions  Silver     75c 

Lester,  K.  M. — Clay  work;  a  handbook  for  teachers      Man.  arts  pr.     $1.00 
Noyes,  William — Handwork  in  wood  Man.  arts  pr.    $2.00 

Selden,  F.  H. — Elementary  woodwork  for  use  in  manual  training  classes 

Rand    $1.00 
Wheeler,  C.  G. — Wood  working  for  beginners;  a  manual  for  amateurs 

Putnam     $2.50 
Wheeler,  C.  G. — Shorter  course  in  wood  working;  a  practical  manual  for 

home  and  school  Putnam     $1.50 

White,  Mary — How  to  make  baskets  Doubleday    $1.00 

750    Pictures 

Bacon,  Dolores — Pictures  that  every  child  should  know,  a  selection  of  the 

world's  art ;  masterpieces  for  young  people  Grosset     60 

Bryant,  L.  M. — Pictures  and  their  painters ;   the  history  of  painting 

Lane    $2.50 
Emery,  M.  S. — How  to  enjoy  pictures,  with  a  special  chapter  on  pictures 

in  the  schoolroom  by  Stella  Skinner  Prang    $1.50 

Home,  O.  B.  &  Scobey.K.  L. — Stories  of  great  artists      Amer.  bk.  co     40c 
Hurll,  E.  M. — Correggio;  a  collection  of  fifteen  pictures  and  a  supposed 

portrait   of   the  painter   with   introduction   and   interpretation 

Houghton     50C 
Hurll,  E.  M. — Jean  Francois  Millet;  a  collection  of  fifteen  pictures  and 

a  portrait  of  the  painter,  with  introduction  and  interpretation 

Houghton     50c 
Hurll,  E.   M. — Landseer;   a  collection  of   fifteen  pictures   and   a  portrait 

of  the  painter,  with  introduction  and  interpretation 

Houghton    50c 
Hurll,  E.  M. — Michaelangelo;  a  collection  of  fifteen  pictures  and  a  portrait 

of  the  master,  with  introduction  and  interpretation       Houghton     50c 
Hurll,  E.  M. — Murillo ;  a  collection  of  fifteen  pictures  and  a  portrait  of 

the  painter,  with  introduction  and  interpretation  Houghton     50c 

Hurll,  E.  M. — Raphael ;  a  collection  of  fifteen  pictures  and  a  portrait  of 

the  painter,  with  introduction  and  interpretation  Houghton,     50c 

Hurll,  E.  M. — Rembrandt;  a  collection  of  fifteen  pictures  and  a  portrait 

of  the  painter,  with  introduction  and  interpretation        Houghton     50c 
Hurll,  E.  M. — Sir  Joshua  Re\'nolds;  a  collection  of  fifteen  pictures  and  a 

portrait  of  the  painter  with  introduction  and  intepretation 

Houghton     50c 

Hurll,  E.  M. — Titian ;  a  collection  of  fifteen  pictures  and  a  portrait  of  the 
painter  with  introduction  and  interpretation  Houghton     50c 

Hurll,  E.  M. — Tuscan  sculpture  of  the  fifteenth  century;  a  collection  of 
sixteen  pictures  reproducing  works  by  Donatello.  the  Delia  Robbia, 
Mino  da  Fiesole  and  others,  with   introduction  and   interpretation 

Houghton     50c 

Hurll,  E.  M. — Van  Dyck;  a  collection  of  fifteen  pictures  and  a  portrait 
of  the  painter,  with  introduction  and  interpretation       Houghton     50c 

Powers,  E.  M. — Stories  of  famous  pictures    2v.  Educ.  pub.  co.     8oc 

Rydingsvaard,  A.  M.  von — Art  studies  for  schools ;  or.  Hints  on  the  use 
of  reproductions  of  high  art  in  the  school  room  Flanagan    $1.00 

Wrlson,  Mrs.  L.  L.  W. — Picture  study  in  the  elementary  school ;  a  manual 
for  teachers  Macmillan    $1.25 


THE   SCHOOL  LIBRARY.  305 

780     Music 

Bacon,  D.  M.,  ed. — Songs   every  child  should  know ;  a  selection  of  the 
best  songs  of  all  nations  for  young  people  Grosset    60c 

Bentley,  A.  E. — Song  primer  Barnes    30c 

Bentley,  A.  E. — Song  series.    Book  I  Barnes    36c 

Dann,  Hollis — Christmas  carols  and  hymns  Amer.  bk.  co.    450 

Elson,  L.  C,  ed. — Folk  songs  of  many  nations  Church    $1.00 

Field,  Eugene — Songs  of  childhood,  with    music    by    Reginald    DeKoven 
and  others  Scribner     $1.00 

Gaynor,  J   L. — Songs  of  the  child  world;  words  by  A.  C.  D.  Riley.     2v. 

Church     each  $1.00 
George,  M.  M.,  ed. — Songs  in  season  for  primary  and  intermediate  grades 

Flanagan    75c 
Guerber,  H.  A. — Stories  of  famous  operas  Dodd    $1.35 

Guerber,'H.  A. — Stories  of  the  Wagner  operas  Dodd    $1.50 

Johnson,    Clifton,    ed. — Songs    every    one    should    know ;    two    hundred 
favorite  songs  for  school  and  home  Amer.  bk.  co.    50c 

Neidlinger.  W.  H. — Small  songs   for  small  singers  Schirmer     $1.50 

Poulsson,  Emilie,  coin[>. — Holiday  songs  and  everyday  songs  and  games 

Bradley    $2.00 
Scobey,  K.  L.  &  Horn,  O.  B. — Stories  of  great  musicians. 

Amer.  bk.  co.    40c 
Stevenson,  R.  L. — Stevenson  song  book;  verses  from  A  child's  garden  of 
verses,  music  by  various  composers  Scribner    $1.00 

Whitehead,  J.  B.  R. — Folk  songs  and  other  songs  for  children 

Ditson    $2.00 
790    Amusements  and  Sports 
6-8      Beard,  D.  C. — Field  and  forest  handy  book;  new  ideas  for  out  of  doors 

Scribner    $2.00 
6-8      Beard,  Lina  &  Beard,  A.  B. — Indoor  and  outdoor  recreation  for  girls 

Scribner    $1.50 
3-4      Beard,  Lina  &  Beard,  A.  B. — Little  folks  handy  book  Scribner    7Sc 

7-8      Beard,  Lina  &  Beard,  A.  B. — On  the  trail;  an  outdoor  book  for  girls 

Scribner     $1.25 
7-8      Bond,  A.  R. — Scientific  American  Boy  Munn     $2.00 

7-8      Bond,  A.  R. — Scientific  American  boy  at  school  Munn     $2.00 

6-8  Boy  mechanic ;  700  things  for  boys  to  do ;  how  to  construct  wireless  out- 
fits, boats,  camp  equipment,  aerial  gliders,  kites,  self-propelled 
vehicles,  engines,  motors,  electrical  apparatus,  cameras,  etc. 

Pop.  mechanics    $1.50 
6-12     Boy  scouts  of  America;  official  handbook  for  boys  Grosset    60c 

6-12     Campfire  girls    Book  of  the  Campfire  girls  Doran    2Sc 

5-7      Canfield,  D.  F. — What  shall  we  do  now?  Stokes    $1.50 

5-8  Eastman,  C.  A. — Indian  scout  talks ;  a  gviide  for  boy  scouts  and  campfire 
girls  Little    $1.00 

Glover,  E.  H. — Dame  Curtsey's  book  of  games  for  children,  for  indoors 
and  outdoors  and  all  occasions  McClurg    50c 

Glover,  E.  H. — Dame  Curtsey's  book  of  novel  entertainments  for  every- 
day in  the  year  McClurg    $1.00 
Graham,  John  &  Clark,  E.  H. — Practical  track  and  field  athletics 

Fox    $1.00 

McGraw,  J.  J. — How  to  play  baseball ;  a  manual  for  boys  Harper    60c 

6-8      Paret,  A.  iP.,  ed. — Harper's  handy  book  for  girls  Harper    $1.50 

7-8      Rogers,  Ethel — Sebago-Wohelo  campfire  gins       Good  health  pub.co.    $1.25 

6-12     Seton,  E.  T. — Woodcraft  manual   for  girls  Doubleday     50c 

Stern,  R.  B. — Neighborhood  entertainments  Sturgis     $1.00 

2-3      Walker,  M.  C. — Lady  Hollyhock  and  her  friends  Doubleday    $1.25 

5-8      Wells,  Carolyn — Rainy  day  diversions  Moffat    $1.00 

White,  Mary  &  White,  Sara — Book  of  children's  parties      Century    $1.00 

3-5      Yale,  E.  D. — When  mother  lets  us  give  a  party  Moffat    75c 


THE   SCHOOL  LIBRARY. 

Yendes,  L.  A.  &  Brown,  W.  F.  A.,  cd. — Entertainments  for  every  occasion 

Hinds    $1.25 
800     Literature 

Adaptations. 
Church,  A.  J. — Iliad  for  boys  and  girls,  told  in  simple  langua'ge 

Macmillan     1.50 
Church,  A.  J. — Odyssey  for  boys  and  girls,  told  from  Homer 

Macmillan    $1.50 
Darton,    F.    J.    H. — Tales    from    the    Canterbury    pilgrims,    retold    from 

Chaucer  and  others,  illus.  by  Hugh  Thomson  Stokes    $1.50 

Gale,  A,  C. — Achilles  &  Hector :  Iliad  stories  retold  for  boys  and  girls 

Rand    4Sc 
Lamb,  Charles — Adventures  of  Ulysses,  adapted  from  George  Chapman's 

translation  of  the  Odyssey  Heath    25c 

Lamb,  Charles  &  Lamb,  Mary — Tales  from  Shakespeare  Heath    40c 

Lamb,     Charles    &    Lamb,     Mary — Tales     from    Shakespeare;     illus.    by 

N.  M.  Price  Scribner    $1.50 

Lamb,  Charles  &  Lamb,  Mary — Tales  from  Shakespeare;  illus.  by  Arthur 

Rackham  Button    $2.50 

Macleod,  Mary — Shakespeare  story  book  Barnes    $175 

Macleod,  Mary — Stories  from  the  Faerie  queene  Stokes     $1.50 

Royde-Smith,  N.  G. — Una  and  the  red  cross  knight,  and  other  tales  from 

Spenser's  Faerie  queene  illus.  by  T.  H.  Robinson  Dutton     $J  50 

808     Collections 

Barbe,   Waitman — Famous    poems    explained ;    helps    to   reading   with    the 

understanding,  with  biographical  notes  of  the  authors  represented 

Hinds    $1.00 
Bates,  K.  L.,  ed. — Ballad  book  Sibley     soc 

Bellamy,  B.  W.  &  Goodwin,  M.  W.,  ed. — Open  Sesame;  poetry  and  prose 

for  school  days.    3v.  Ginn 

Volume  I.     Arranged  for  children  from  four  to  twelve  years  old     75c 

Volume  2.     Arranged    for    boys    and    girls    from    ten    to    fourteen 
years  old  75c 

Volume  3.     Arranged  for  students  over  fourteen  years  old  75c 

Burroughs,  John,  cd. — Songs  of  nature  McClurg    $1.50 

Burt,  M.  E.,  ed. — Prose  every  child  should  know ;  a  selection  of  the  best 

prose  of  all  times  for  young  people  Doubleday     90c 

Cody,   Sherwin,   ed. — Selections   from  the  best  English   essays   illustrative 

of  the  history  of  English  prose  style  McClurg    $1.00 

Cumnock,  R.  M.,  comp. — School  speaker;   rhetorical   recitations   for  boys 

and  girls  McClurg    75c 

Eggleston,  G.  C,  ed. — American  war  ballads  and  lyrics ;  a  collection  of 

the  songs  and  ballads  of  the  colonial  wars,  the  revolution,  the  war  of 

1812-1815,  the  war  with  Mexico  and  the  Civil  war  Putnam    $1.50 

Gowdy,  Chestine — Poems  for  the  study  of  language  Houghton    40c 

Guerber,  H.  A. — Book  of  the  epic;  the  world's  great  epics  told  in  story 

Lippincott     $2.00 
Hazard,  Bertha,  comp. — Three  years  with  the  poets ;  a  textbook  of  poetry 

to  be  memorized  by  children  during  the  first  years  at  school 

Houghton    50c 
Howells,  W.  D. — Boy  life;  stories  and  readings  selected  and  arranged  for 

supplementary  reading  in  elementary  schools  by  Percival  Chubb 

Harper     50c 
Lang,  Andrew,  ed. — Blue  poetry  book  Longmans     60c 

Lovejoy,  M.  I.,  comp. — Nature  in  verse;  a  poetry  reader  for  children 

Silver    60c 
Mabie,  tl.  W.,  ed. — Essays  every  child  should  know;   a  selection  of  the 

writings  of  English  and  American  essayists  Doubleday    90c 


THE   SCHOOL  LIBRARY.  307 

McCaskey,  J.  P.,  comp. — Lincoln  literary  collection,  designed  for  school 

room  and  family  circle,  containing  more  than  600  favorite  selections 

in  prose  and  poetry,  selected  for  Arbor  day,  Bird  day,  Decoration  day 

and  days  with  the  poets  Amer.  bk.  co.    $1.00 

3-5      McMurry,  Mrs.  L.  B.  &  Cook  ,A  .S.,  cODip.—Songs  of  the  treetop  and 

meadows  Pub.  sch.  pub.  co.    40c 

Manly,  J.  M.,  ed. — English  poetry,  1 170-1892  Ginn    $1.50 

6-8      Matthews,  Brander.  ed. — Poems  of  American  patriotism         Scribner    500 

6-8      Murphy,    D.    C. — Popular    patriotic    poems    explained;    a    supplementary 

reader  for  use  in  public  and  private  schools  Hinds    65c 

5-8      Olcott,   F.  J.,   ed. — Story  telling  poems   selected   and  arranged   for   story 

telling  and  reading  aloud  and  for  the  children's  own  reading 

Houghton    $1.25 

5-6      Perkins,  L.  F.,  ed. — Robin  Hood ;  his  deeds  and  adventures  as  recounted 

in  the  old  English  ballads  Stokes    $1.00 

6-8      Repplier,  Agnes,  ed. — Book  of  famous  verse  Houghton    75c 

7-8      Roosevelt,    Theodore — Roosevelt   book;    selections    from    the   writings   of 

Theodore  Roosevelt  Scribner     50c 

6-8       Scollard,  CHnton,  ed. — Ballads  of  American  bravery  Silver     50c 

7-8      Stevens,  R.  D.   &   Stevens,  D.   H.,  comp. — American  patriotic  prose  and 

verse  McClurg    $1.25 

6-8      Stevenson,  B.  E.  &  Stevenson,  E.  B.,  comp. — Days  and  deeds;  a  book  of 

verse  for  children's  reading  and  speaking  Doubleday    $1.00 

6-8      Stevenson,  B.  E.  &  Stevenson,  E.  B.,  comp. — Days  and  deeds ;  prose  for 

children's  reading  and  speaking  Doubleday    $1.00 

5-7      Tileston,  Mrs.  M.  W.  F..  ed. — Book  of  heroic  ballads  Little    50c 

7-8      VanDyck,  Henry — Van  Dyck  book,  selected  from  the  writings  of  Henry 

Van  Dyck  Scribner    soc 

7-8      Warner,  C.  D. — A-hunting  of  the  deer  and  other  essays      Houghton     25c 

7-8      Webster,   Daniel — Daniel  Webster   for  young  Americans,  comprising  his 

greatest  speeches,  ed.  by  C.  F.  Richardson  Little     50c 

6-8      Wiggin,  Mrs.  K.  D.  &  Smith,  N.   A.,   ed. — Golden  numbers;   a  book  of 

verse  for  youth  Grosset    6oc 

3-6      Wiggin.  Mrs.  K.  D.  &  Smith,  N.  A.,  cd. — Posy  ring,  a  book  of  verse  for 

children  Grosset    60c 

Books  for  Special  Days 

4-8       Bergold,  L.  C.,  ed. — Abraham  Lincoln  centennial;  a  collection  of  authentic 

stories,   with   poems,    songs    and   programs,    for   the   boys,   girls    and 

teachers  of  elementary  schools  Educ.  pub.  co.     40c 

Book  of  Christmas,  with  an  introduction  by  Hamilton  Wright  Mabie 

Macmillan  $1.25 
Dickinson,  A.  D.,  ed. — Children's  book  of  Christmas  stories  Grosset  60c 
Dickinson,  A.  D.,  ed. — Children's  book  of  Thanksgiving  stories 

Doubleday    $1.25 

Olcott,  F.  J.,  ed. — Good  stories  for  great  holidays,  arranged  for  story 
telling  and  reading  aloud  and  for  the  children's  own  reading 

Houghton    $2.00 
3-5       St.  Nicholas  Christmas  book  Century    $1.50 

Schauffler,  R.  H.,  ed. — Arbor  day;  its  history,  observance,  spirit  and  sig- 
nificance, with  practical  selections  on  tree  planting  and  conservation, 
a  nature  anthology  Moffat    $1.00 

Schauffler,  R.  H.,  ed. — ^Christmas ;  its  origin,  celebration  and  significance 
as  related  in  prose  and  verse  Moffat    $1.00 

Schauffler,  R.  H.,  ed. — Easter;  its  history,  celebration,  spirit  and  sig- 
nificance as  related  in  prose  and  verse;  compiled  by  S    T.  Rice 

Moffat    $1.00 

Schauffler,  R.  H.,  ed. — Lincoln's  birthday;  a  comprehensive  view  of  Lin- 
coln as  given  in  the  most  noteworthy  essays,  orations  and  poems,  in 
fiction  and  in  his  own  writings  Moffat    $1,00 


THE   SCHOOL  LIBRARY. 


Schauffler,  R.  H.,  ed. — Thanksgiving;  its  origin,  celebration  and  sig- 
nificance as  related  in  prose  and  verse  Moffat  $i.oo 
Schauffler,  R.  H.,  cd. — Washington's  birthday;  its  history,  observance, 
spirit  and  significance  as  related  in  prose  and  verse,  with  a  selection 
from  Washington's  speeches  and  writings  Moffat  $i.oo 
Smith,  E.  S.  &  Hazeltine,  A.  I.,  comp. — Christmas  in  legend  and  story;  a 
book  for  boys  and  girls,  illustrated  from  famous  paintings 

Lothrop    $1.50 
811     Poetry 

Blake,  William — Songs  of  Innocence 

Browning,    Robert — Pied    piper    of    Hamelin;    a    child's 

Hope  Dunlap 
Browning,  Robert — Pied  piper  of  Hamelin ;   illus.  by 


Lane    soc 
story,    illus.    by 
Rand    $1.25 
Kate  Greenway 

Warne    $1.50 

Appleton 

Houghton 

Houghton 

Scribner 

Scribner 


$1.50 
1. 00 

1.50 
1-35 
1.00 


Bryant,  W.  C. — Poetical  works 

Burns,  Robert — Complete  poetical  works 

Gary,  Alice  &  Cary,  Phoebe — Ballads  for  little  folk 

Dodge,  M.  M. — Rhymes  and  jingles 

Field,  Eugene — Lovesongs  of  childhood 

Field-,  Eugene — Poems  of  childhood;  illus.  by  Maxfield  Parrish 

Scribner    $2.50 
Field,  Eugene — With  trumpet  and  drum  Scribner    $2.50 

Holmes,   O.   W. — Grandmother's   story  of   Bunker   Hill   battle   and   other 

poems  Houghton    25c 

Lear,   Edward — The  jumblies   and  other  nonsense  verses,   with   drawings 

by  L.  Leslie  Brooke  Warne    $1.00 

Longfellow,  H.  W. — Complete  poetical  works  Houghton    $1.00 

Longfellow,  H.  W. — Courtship    of    Miles    Standish,    Elizabeth    and    other 


Houghton 

Flanagan 

Houghton 

Houghton 

Houghton 

Scribner 

Bobbs 

Houghton 

Houghton 

Houghton 

illus.  by  E.  Mars  and  M.  H, 

Rand    50c 


2SC 
2SC 
40c 
1 .00 

40c 

1.20 
1.25 

60c 


poems 
Longfellow,  H.  W. — Evangeline;  a  tale  of  Acadia 
Longfellow,  H.  W. — Song  of  Hiawatha 
Lowell,  J.  R. — Poetical  works 
Macaulay,  T.  B. — Lays  of  ancient  Rome 
Riley,  J.  W. — Book  of  joyous  children 
Riley,  J.  W.— Child  world 
Scott,  Sir  Walter — Lady  of  the  lake 
Scott,  Sir  Walter — Lay  of  the  last  minstrel 
Sherman,  F.  D. — Little-folk  lyrics 
Stevenson,  R.  L. — Child's  garden  of  verses 

Squire 
Stevenson,  R.  L. — Child's  garden  of  verses ;  illus.  by  F.  E.  Storer 

Scribner    $1.50 
Stevenson,  R.  L.— Child's  garden  of  verses;  with  illus.  by  Jessie  Wilcox 

Smith  Scribner    $2.50 

Tennyson.  Alfred — Idyls  of  the  king;  Gareth  and  Lynette,  Lancelot  and 

Elaine,  the  passing  of  Arthur;  ed.  by  Henry  Van  Dyck 

Amer.  bk.  co.    35c 
Thaxter,  Cclia — Stories  and  poems  for  children  Houghton     $1.50 

Whittier,  J.  G. — Complete  poetical  works  Houghton     $1.00 

Whittier,  J.  G. — Snowbound  and  selected  poems  Houghton    40c 

812     Plays 

Bell,  Mrs.  Hugh — Fairy  tale  plays  and  how  to  act  them      Longmans     $1.50 
Dalkeith,  Lena — Little  plays  Dutton     50c 

Mackay,  C.  D. — Llouse  of  the  heart  and  other  plays  for  children,  designed 
for  use  in  school  Holt    $1.10 

Mackay,  C.  D. — Patriotic  plays  and  pageants  for  young  people      Holt    $135 
St.  Nicholas  book  of  plays  and  operettas  Century    $1.00 

Shakespeare,  William — As  you  like  it  CLamb  Shakespeare  for  the  voung) 

Duffield    800 


THE    SCHOOL   LIBRARY.    .  309 

7-8      Shakespeare,  William — Comedy  of  the  merchant  of  Venice,  edited  with 

notes  by  W.  J.  Rolfe  Amer.  bk.  co.     56c 

7-8      Shakespeare,    William — Julius    Caesar     (Ben   Greet    Shakespeare    for   the 

use  of  schools  and  amateur  players)  Thompson     50c 

7-8       Shakespeare,    William — Midsummer-night's    dream*    with    illustrations    by 

Arthur  Rackham  Doubleday    $1.50 

7-8       Shakespeare,    William — Midsummer-night's    dream    with    illustrations    by 

Arthur  Rackham  Doubleday     $5.00 

7-8      Shakespeare,  William — Midsummer-night's  dream  for  young  people,  illus. 

by  L.  F.  Perkins  Stokes    $1.50 

7-8      Shakespeare,  William — Tempest  (Lamb  Shakespeare  for  the  voung) 

Duffield    80c 
7-8      Shakespeare  William — Tragedy   of   Julius    Caesar,    edited   with    notes   by 

W.  J.  Rolfe  Amer.  bk.  co.     56c 

910     Geography  and  Travel,  Manners  and  Customs 

General 
6-9      Adams,  C.  C. — Textbook  of  commercial  geography  Appletor^    $i-30 

3-4      Andrews,  Jane — Each  and  all ;  the  ^even  little  sisters  prove  their  sister- 
hood Ginn     50c 
3-4      Andrews,  Jane — Seven  little  sisters  who  live  on  the  round  ball  that  floats 
in  the  air  Ginn     50c 
3-4      Carpenter,   F.   G. — Around  the  world  with  the  children ;   an  introduction 
to  geography                                                                         Amer.  bk.  co.     6oc 
4-8      Chamberlain,  J.  F. — How-  we  travel ;  a  geographical  reader    Macmillan    40c 
3-4       Chance,  L.  M. — Little  folks  in  many  lands                                           Ginn     45c 
8-        Dana,  R.  H. — Two  years  before  the  mast                                Houghton    60c 
3-4       Dunton,   Larkin,   ed. — Glimpses  of  the  world                                   Silver     36c 
7-g       Dryer,  C.  R. — Elementary  economic  geography              Amer.  bk.  co.     $1.28 
3-4       Fairbanks,  H.  W. — Home  geography  for  primary  grades 

Educ.  pub.  CO.    6oc 
8-9       Herbertson,  A.  J.  &  Herbertson,  F.  D. — Man  and  his  work;  an  introduction 
to  human  geography  Macmillan     60c 

7-9       Ingersoll,  Ernest — Book  of  the  ocean  Century     $1.50 

3-5       King,  C.  F. — At  home  and  at  school ;  supplementary  and  regular  reading 
in  the  lower  classes  Lothrop     50c 

4-9      Morris,  Charles — Home  life  in  all  lands  Lippincott 

Volume  I.     How  the  world  lives  60c 

Volume  2.     Manners  and  customs  of  uncivilized  peoples  60c 

4  Ridgley,  D.  C.  &  Eyestone,  L.  M. — Home  geography;  a  textbook  for  pupils 

based  on  the  Illinois  state  course  of  study  McKnight    40c 

4-5       Schwartz,    J.    A. — Five    little    strangers    and    how    they    came    to    live   in 

America  Amer.  bk.  co.     40c 

3-4      Shaw,  E.  R. — Big  people  and  little  people  of  other  lands  Amer.  bk.  co.     30c 
7-8      Slocum,  Joshua — Around  the  world   in  the  sloop   Spray;   a  geographical 

reader  describing  Captain  Slocum's  voyage  alone  around  the  world 

Scribner     50c 
5-8       Starr.  Frederick — Strange  peoples  Heath     40c 

8-         Stockon,  F.  R. — Buccaneers  and  pirates  of  our  coast  Grosset     50c 

1-2      Tolman,  Mrs.  S.  W.  C. — Around  the  world;  geographical  reader;  primary 

book  one  Silver     36c 

3-4      Tolman,  Mrs.  S.  W.  C.  &  Jerome,  H.  L. — Around  the  world ;  geographical 

series,  second  book  for  third  and  fourth  grades  Silver    42c 

5  Tolman,  Mrs.  S.  W.  C.  &  Hart,  E.  M. — Around  the  world;  geographical 

series,  third  book;  home  geography  for  fifth  grade  Silver     48c 

6-9      Toothaker,  C.  R. — Commercial   raw  materials ;   their  origin,  preparations 

and  uses  Ginn    $1.25 

5-7      Under  sunny  skies   (Youths  companion  series)  Ginn    25c 

5-7      V>'ide  world  (Youths  companion  series)  Ginn    25c 


.  THE   SCHOOL  LIBRARY, 

912     Atlases 

Bartholomew,  J.  G. — Atlas  of  economic  geography,  with  an  introduction 
by  L.  W.  Lyde  Oxford    $1.40 

Bartholomew,  J.  G. — Comparative  atlas,  physical  and  political 

Meiklejohn    90c 
New  imperial  atlas  of  the  world  Rand    $2.50 

914     Europe 

Carpenter,  F.  G. — Europe  (Carpenter's  geographical  readers) 

Amer.  bk.  co.     70c 
Chamberlain,    J.    F.    &    Chamberlain,    A.    H. — Europe;    a    supplementary 

geography  (The  continents  and  their  people)  Macmillan     55c 

Coe,  F.  E. — Modern  Europe  (World  and  its  people)  Silver    6oc 

Herbertson,  F.  D.  &  Herbertson,  A.  J. — Europe    (Descriptive  geographies 

from  original  sources)  Black     90c 

Grierson,  Elizabeth — Scotland  (Peeps  at  many  lands)  Black    S5c 

McDonald,  E.  B.  &  Dalrymple,  Julia — Donald  in  Scotland    (Little  people 

everywhere)  Little     50c 

McDonald,  E.  B  &  Dalrymple,  Julia — Kathleen  in  Ireland    (Little  people 

everywhere)  Little     50c 

Perkins,  L.  F. — Irish  twins  Houghton     50c 

Tynman,  Katharine — Ireland  (Peeps  at  many  lands)  Black     55c 

Finnemore,  John — England   (Peeps  in*  many  lands)  Black    S5c 

George,   M.   M. — Little  journey  to  England  and  Wales,   for  intermediate 

and  upper  grades  Flanagan     50c 

McManus,  Blanche — Our  little  English'  cousin  Page    6oc 

George,   M.   M. — Little  journey  to  Germany,   for  intermediate  and   upper 

grades  Flanagan     50c 

McDonald,   E.   B.  &  Dalrymple,  Julia — Fritz   in   Germany    (Little   people 

everywhere)  Little     SOc 

Sidgwick,  Mrs.  Alfred — Home  life  in  Germany  Macmillan    $1.75 

Finnemore,  John — France  (Peeps'  at  many  lands)  Black     55c 

George,  M.  M. — Little  journey  to  France  &  Switzerland        Flanagan     50c 
McDonald,   E.   B. — Collette  in   France    (Little  people  everywhere) 

Little    50c 
Finnemore,  John — Italy  (Peeps  at  many  lands)  Black    55c 

McDonald,  E.  B.  &  Dalrymple,  Julia — Rafael  in  Italy  (Little  people  every- 
where) Little     50c 
Browne,  E.  A. — Spain   (Peeps  at  many  lands)                               Black     55c 
McDonald,    E.    B.    &    Dalrymple,    Julia — Josefa    in    Spain    (Little    people 

everywhere)  Little     50c 

McDonald,    E.    B.    &    Dalrymple,    Julia — Boris    in    Russia    (Little    people 

everywhere)  Little     50c 

•Wade,  M.  H. — Our  little  Russian  cousin  Page    60c 

Walter,  L.  E. — Russia  (Peeps  at  many  lands)  Black     55c 

Daniels,  H.  K. — Home  life  in  Norway  Macmillan     $1.75 

Mockler-Ferryman,  A.  F. — Norway  (Peeps  at  many  lands)         Black     5Sc 
Coburn,  C.  M. — Our  little  Swedish  cousin  Page    6oc 

Liddle,  William  &  Liddle,  Mrs.  William — Sweden    (Peeps  at  many  lands) 

Black     55c 
McDonald,   E.   B.   &   Dalrymple,  Julia — Gerda  in   Sweden    (Little   people 

everywhere)  Little    50c 

Thomson,  M.  P. — Denmark  (Peeps  at  many  lands)  Black    55c 

Campbell,   H.   L. — Story  of  little  Jan,   the   Dutch   boy    (Children   of   the 

world  series)  Educ.  pub.  co.     2Sc 

Dodge,  M.  M. — Land  of  Pluck;  stories  and  sketches  for  young  folk 

Century    $1.50 
Hough,  P.  M. — Dutch  life  in  town  and  country  Putnam    $1.20 

Jungman,  Beatrix — Holland  (Peeps  at  many  lands)  Black    55c 


THE   SCHOOL  LIBRARY. 


311 


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3-4 
7-8 
5-8 
5-7 
7-8 
5-8 
5-7 

8-9 
5-9 

5-9 

5-9 
7-8 
7-8 
4-7 
7-8 
S-7 
7-8 
7-8 
5-6 
7-8 
5-7 
5-7 

4-5 

7-8 
7-8 

4-7 

2-4 
4-5 
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4-5 
7-8 
5-7 
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7-8 


5-8 
5-8 

5-8 
7-8 

5-7 

4-6 
7-8 
6-8 


McDonald,  E.   B.  &  Dalrymple,  Julia— Marta  in   Holl 

everywhere) 
McManus,  Blanche — Our  little  Dutch  cousin 
Perkins,  L.  F.— Dutch  twins 

Campbell,  H.  L. — Story  of  little  Konrad,  the  Swiss  boy 
Finnemore,  John — Switzerland   (Peeps  at  many  lands) 
Jonckheere,  Robert — When  I  was  a  boy  in  Belgium 
McManus,  Blanche — Gerard ;  our  little  Belgian  cousin 
Browne,  E.  A. — Greece  (Peeps  at  many  lands) 
Demetrius,  George — When  I  was  a  boy  in  Greece 
Nixon-Roulet,  M.  F. — Our  little  Grecian  cousin 


and    (Little  people 

Little  50C 

Page  60c 

Houghton  56c 

Educ.  pub.  CO  25c 

Black  55c 

Lothrop  75c 

Page  60C 

Black  55c 

Lothrop  75c 

Page  60c 


Macmillan 

55c 

Rand 

65c 

Silver 

60C 

Putnam     $1.20 

Iduc.  pub.  CO 

25c 

Macmillan    $1.75 

Page 

60C 

Black 

55c 

Lothrop 

60c 

Appleton 

35c 

Black 

S5C 

Page 

60c 

915     Asia 

Allen,  N.  B. — Asia  (Geographical  and  industrial  studies)  Ginn    8oc 

Carpenter,  F.  G. — Asia  (Carpenter's  geographical  readers 

Amer.  bk.  co.    6oc 
Chamberlain.,  J.  F.  &  Chamberlain,  A.  H.— Asia :  a  supplementary  geog 

raphy  (Continents  and  their  people) 
Huntington,  Ellsworth — Asia;  a  geography  reader 
Smith,  M.  C. — Life  in  Asia  (World  and  its  people) 
Bard,  Emile — Chinese  life  in  town  and  country 
Campbell,  H.  L. — Wah  Sing;  our  little  Chinese  cousin 
Headland,  L  T. — Home  life  in  China 
Headland,  L  T. — Our  littl?  Chinese  cousin 
Johnston,  L.  E. — China   (Peeps  at  many  lands) 
Lee,  Yan  Phou — When  I  was  a  boy  in  China 
Thompson,  J.  S. — Bud  and  Bamboo 
Coulson,  C.  J.  D. — Korea  (Peeps  at  many  lands) 
Pike,  H.  L.  M. — Our  little  KTorean  cousin 
Ayrton,  Mrs.  M.  C. — Child  life  in  Japan  and  Japanese  child  stories 

Heath    20c 
Campbell,  H.  L. — Story  of  little  Metzu,  the  Japanese  boy 

Educ.  pub.  CO.    25tf 
Finnemore,  John — Japan  (Peeps  at  many  lands)  Black     55c 

Knox,  G.  W. — Japanese  life  m  town  and  country  Putnam    $1.20 

McDonald,  E.  B.  &  Dalrymple,  Julia — Ume  San  in  Japan    (Little  people 

everywhere) 
Perkins,  L.  F. — Japanese  twins 
Wade,  M.  H. — Our  little  Japanese  cousin 
McManus,  Blanche — Our  little  Arabian  cousin 
McManus.  Blanche — Our  little  Hindu  cousin 
Clark,  Alfred — Ceylon  (Peeps  at  many  lands) 
Shedd,  E.  C — Karim ;  our  little  Persian  cousin 
Finnemore,  John — Holy  Land  (Peeps  at  many  lands) 
Wade,  M.  H. — Our  little  Armenian  cousin- 
Wade,  M.  H. — Our  little  Siamese  cousin 
Young,  Ernest — Siam 

916    Africa 

Badlam,  A.  B. — Views  in  Africa?  (World  and  its  people)  Silver    72c 

Carpenter,  F.  G. — Africa    (Carpenter's   geographical   readers) 

Amer.  bk.  co.    6oc 
DuChaillu,  Paul— Wild  life  under  the  equator  Harper    $1.25 

Kelly,  R.  T.— Egypt  (Peeps  at  many  lands)  Black    ssc 

McDonald,   E.   B.   &   Dalrymple,   Julia — Hassan    in   Eg>'pt    (Little   people 

everywhere)  Little    5oe 

McManus,    Blanche — Our   little   Eg>'ptian   cousin  Page    60c 

Kidd,  Dudley — South  Africa  (Peeps  at  many  lands)  Black    55c 

White,   J.    R.    &    Smith,    Adelaide — Little   journey    to    South    Africa   and 

up  the  east  coast  Flanagan    50c 


Little 

50c 

Houghton 

56c 

Page 

60c 

Page 

60c 

Page 

60c 

Black 

55c 

Page 

6oc 

Black 

55c 

Page 

60c 

Page 

60c 

Black 

55c 

THE   SCHOOL  LIBRARY. 

917  North  America 

Carpenter,  F.  G. — North  America   (Carpenter's  geographical   readers) 

Amer.  bk.  co.     60c 
Chamberlain,  J.  F.  &  Chamberlain,  A.  H. — North     America ;     a     supple- 
mentary geography   (Continents  and  their  people)         Macmillan     55c 
Coe,  F.  E. — Our  American  neighbors   (World  and  its  neighbors) 

Silver    6oc 

Shaler,   N.   S. — Story   of   our   continent ;   a   reader   in   the   geography  and 

geology  of  North  America  for  the  use  of  schools  Ginn     75c 

Bealby,  J.  T. — Canada  (Peeps  at  many  lands)  Black    55c 

McDonald,  E.  B.    &    Dalrymple,    Julia — Betty    in    Canada    (Little    people 

everywhere)  Little     50c 

Plummer,  M.  W. — Roy  and  Ray  in  Canada  Holt    $1.20 

Fairford,  Ford — Newfoundland  (Peeps  at  many  lands)  Black    55c 

Butler,  E.  C. — Our  little  Mexican  cousin  Page    6oc 

McDonald,   E.   B   &  Dalrymple,  Julia — Manuel   in   Mexico    (Little   people 

everywhere)  Little     50c 

Perkins.  L.  F. — Mexican  twins  Houghton     56c 

Fairford,  Ford — Cuba  (Peeps  at  many  lands)  Black     55c 

Brigham,  A.  P. — Geographic  influences  in  American  history        Ginn     $1.25 

Fairbanks,  H.  W. — Western  United  States ;   a  geographical  reader 

Heath    65c 
Hotchkiss,    C.    W. — Representative    cities    of   the   United    States ;    a   geo- 
graphical and  industrial  reader  Houghton     70c 
Koch,  F..  J. — Little  journey  to  our  western  wonderland    (California)    for 
home  and  school,  intermediate  and  upper  grades,  revised  and  I'orrected 
by  George  Wharton  James  Flanagan     50c 
Keller,  A.  G.  &  Bishop,  A.  L. — Commercial  and  industrial  geography 

Ginn    $1.00 
McMurry,  C.  A. — Type  studies  from  the  geography  of  the  United  States  ; 
first  series  Macmillan'    50c 

Mills,  E.  A. — W«ld  life  on  the  Rockies  Houghton,    $1.75 

Muir,  John — Mountains  of  California  Century     $1.50 

Muir,  John — Our  national  parks  Houghton    $1.75 

Our  country;  east   (Companion  series)  Mason     50c 

Our  country;  west  (Companion  series)  Mason     50c 

Parkman,  Francis — Oregon  trail;  sketches  of  prairie  and  Rocky-mountain 
life  Little    $1.50 

Smith,  M.  C. — Our  own  country  (World  and  its  people)  Silver     50c 

Southworth,  G.  V.  D  &  Kramer,  S.  E. — Great  cities  of  the  United  States 

Iroquois  pub.  co.     70c 
Sutherland,  W.  J.  &  Sanford.  C.  M. — Practical  exercises   in  geography; 
book  I,  Our  own  country  and  her  possessions  Silver     6oc 

Darling,  F.  W. — Illinois   (Tarr  &  McMurry  geographies;  supplement) 

Macmillan    30c 
Nixon-Roulet,  M.  F. — Our  little  Alaskan  cousin  Page    6oc 

918  South  America 

Bowman,  Isaiah — South  America ;  a  geography  reader  Rand     75c 

Carpenter,   F.   G. — South  America    (Carpenter's   geographical   readers) 

Amer.  bk.  co.     60c 

Chamberlain,    J.    F.    &    Chamberlain,    A.    H. — South    America ;    a    supple- 
mentary geography    (Continents   and  their  people)        Macmillan     55c 

Herbertson.  F.  D.  &  Herbertson.  A.  J. — Central  and  South  America  with 
the  West  Indies.   (Descriptive  geographies  from  original  sources) 

Macmillan     75c 

Lane,  Mrs.  M.  A.  L.,  ed. — Strange  lands  near  home   (Youths  companion 
series)  Ginn     25c 

Markwick,  W.  F.  &  Smith,  W.  A. — South  American  republics       (World 
and  its  people)  °  Silver    6oc 

Nixon-Roulet,  M.  F. — Our  little  Brazilian  cousin  Page    60c 


THE    SCHOOL   LIBRARY.  313 

919     Australia  and  Oceania 

5-8       Chamberlain,    J.    F.    &    Chamberlain,    A.    H. — Oceania;    a    supplementary 

geography   (Continents  and  their  people)  Macmillan     S5c 

4-5      Jenks,  A.  E. — Ba-long-long,  the  Igorot  boy  Row     7Sc 

5-8       MacClintock,   Samuel — Philippines  ;   a  geographical  reader 

Amer.  bk.  co.     40c 
4-5      Wade,  M.  H. — Our  little  Philippine  cousin  Page    60c 

5-g      Carpenter,   F.    G. — Australia;   our   colonies   and  other   islands   of   the   sea 

(Carpenter's  geographical  readers)  Amer.  bk.  co.     60c 

7-8       Fox,   Frank — Australia   (Peeps   at  many  lands)  Black     55c 

5-8      Kellogg,   E.    M.    C. — Australia   and   the  islands   of   the    sea    (World    and 

its  people)  Silver    68c 

7-8      Vaile,  P.  A. — New  Zealand   (Peeps  at  many  lands)  Black     55c 

7-8       Twombl}^  A.   S. — Hawaii   and  its  people;   the  land  of   rainbow  and  palm 

(World  and  its  people)  Silver     68c 

3-5       Peary,   Mrs.  J.   D. — Children  of  the   Arctic,  by   the   snow  baby  and  her 

mother  _     Stokes     $1.20 

3-5       Peary,  Mrs.  J.  D. — Snow  baby;  a  true  story  with  true  pictures 

Stokes     $1.20 
3-4       Perkins.  L.  F.— Eskimo  twins  Houghton     56c 

4-6       Scandlin,  Christiana — Hans,  the  Esquimo ;   a  story  of  Arctic  adventure 

Heath    42c 
4-6       Schwatka,  Frederick — Children  of  the  cold  Educ.  pub.  co.     $1.25 

920     Biography 

6-8      ALCOTT — Moses,    Belle — Louisa    May   Alcott ;    dreamer   and   worker;    a 

story  of  achievement  Appleton     $1.25 

6-8      ALFRED  THE  GREAT— Tappan.  E.  M.— In  the  days  of  Alfred  the  Great 

Lothrop  $1.00 
5-7      ANDERSEN — Harboe,  Paul — Child's  story  of  Hans  Christian  Andersen 

Duffield  $1.50 
7-8  ANTIN — Antin,  Mary — At  school  in  the  promised  Land  Houghton  25c 
7-8      AUDUBON — Burroughs,  John — John  James  Audubon  Small     50c 

6-8      BOONE— Abbott,  J.  S.  C— Daniel  Boone,  pioneer  of  Kentucky 

Dodd    $1.25 
6-8      CHAPMAN — Atkinson,    Eleanor — Johnny    Appleseed  ;    the    romance    of 

the  sower  Harper    $1.25 

7-8      CLEMENS— Paine,   A.   B.— Boys'   life  of   Mark  Twain;   the   story  of  a 

man  who  made  the  world  laugh  and  love  him  Harper     $1.25 

4-6       COLUMBUS — Brooks,    E.     S. — True    story    of     Christopher    Columbus, 

called  the  great  admiral  Lothrop    $1.50 

4-6      COLUMBUS — Moores,  C.  W. — Story  of  Christopher  Columbus  for  boys 

and  girls  Houghton     75c 

6-8      COOK — Lang,  John — Story  of  Captain  Cook  Dutton     50c 

6-8      CROMWELL— Marshall,   H.  E.— Story  of   Oliver  Cromwell    (Children's 

heroes)  Dutton     50c 

7-8      CUSTER— Custer,   E.   B.— Boots   and   saddles;   or,   Life  in   Dakota   with 

General  Custer  Harper    $1.50 

7-8       CUSTER— Custer,  E.  B.— Boy  general;  story  of  the  life  of  Major-General 

George  A.  Custer  Scribner     50c 

5-7      DODGSON — Moses,   Belle — Lewis   Carroll   in  wonderland   at   home ;    the 

story  of  his  life  Appleton    $1.25 

7-8      EDISON— Meadowcroft,  W.  H.— Boy's  hfe  of  Edison  Harper    $1.25 

6-8       EDISON— Rolt-Wheeler,  Francis— Thomas  Alva  Edison      Macmillan     50c 
5-8      ELIZABETH,   QUEEN   OF  ENGLAND— Tappan,   E.   M.— In  the  days 

of  Queen  Elizabeth  _       _     Lothrop    $1.00 

7-8      FRANKLIN — Brooks,    E.    S. — True    story    of    Benjamin    Franklin,    the 

American  statesman  '  Lothrop     $i..SO 

7-8       FRANKLIN — Franklin,    Benjamin — Autobiography,   with    illustrations   by 

E.  Boyd  Smith  Holt    $2.00 


314  THE    SCHOOL   LIBRARY. 

5-8  GRANT — Brooks,  E.  S. — True  storj'  of  U.  S.  Grant,  the  American 
soldier,  told  for  boys  and  girls  Lothrop    $1.50 

6-8  GRANT— Hill.  F.  T.— On  the  trail  of  Grant  and  Lee;  a  narrative  history 
of  the  boyhood  and  manhood  of  two  great  Americans,  based  upon 
their  own  writings,  official  records,  and  other  authorirative  information 

Appleton    $i.so 

6-8      GRANT— Nicolay,  Helen— Boys'  life  of  Ulysses  S.  Grant     Century    $1.50 

5-8      JOAN  OF  ARC— Boutet  de  Monvel,  M.— Joan  of  Arc        Century    $3.50 

5-8  JOAN  OF  ARC — Lang,  Andrew — Story  of  Joan  of  Arc  (Children's 
heroes)  Dutton     50c 

6-8  KELLER — Keller,  Helen— Story  of  my  life ;  with  her  letters  and  a  sup- 
plementary account  of  her  education,  including  passages  from  the 
reports  and  letters  of  her  teacher,  Anne  Mansfield  Sullivan,  by 
J.  A.  Macy  Grosset    75c 

4-7  LAFAYETTE — Brooks,  E.  S. — True  story  of  Lafayette,  called  the 
friend  of  America  Lothrop    $1.50 

5-8      LINCOLN — Baldwin,   James — Abraham    Lincoln  ;    a  true   life 

Amer.  bk.  co.     6oc 

4-6  LINCOLN— Brooks,  E.  S.— True  story  of  Abraham  Lincoln,  the  Ameri- 
can, told  for  boys  and  girls  Lothrop     $1.50 

3-5       LINCOLN — Cravens,    Francis — Story   of   Lincoln    for   children 

Pub.  sch.  pub.  CO.     35c 

6-8       LINCOLN — Moores,  C.  W. — Life  of  Abraham  Lincoln  for  boys  and  girls 

Houghton     60c 

7-8       LINCOLN — Morgan,  James — Abraham  Lincoln,  the  boy  and  the  man 

Macmillan    $1.50 

7-8       LINCOLN— Nicolay,   Helen— Boys'   life  of   Abraham   Lincoln 

Century    $1.50 

6-8  LIVINGSTON— Golding,  Vautier— Story  of  David  Livingston  (Chil- 
dren's heroes)  Dutton     50c 

7-8       MUIR — Muir,  John — Storv  of  my  boyhood  and  youth       Houghton     $2.00 

5-7       NAPOLEON— Marshall,  H.  E.— Story  of  Napoleon -(Children's  heroes) 

Dutton     50c 

6-8  NIGHTINGALE— Richards.  L.  E.— Florence  Nightingale,  the  angel  of 
the  Crimea;  a  story  for  young  people  Appleton     $1.25 

6-8      RALEIGH— Buchan,  John— Sir  Walter  Raleigh  Holt     $2.00 

6-8  RALEIGH— Kelly,  M.  C— Story  of  Sir  Walter  Raleigh  (Children's 
heroes)  Dutton     50c 

8-        RIIS — Riis,   T.  A. — Making  of  an  American  Macmillan    $1.50 

7-8  ROOSEVELT— Morgan,  James— Theodore  Roosevelt,  the  boy  and  the 
man  Macmillan     $1.50 

7-8  SHAKESPEARE— Martin,  G.  M.— A  Warwickshire  lad;  the  story  of  the 
bovhood  of  William  Shakespeare  Appleton    $1.00 

7-8       SMITH— Johnson,    Rossiter— Captain    John    Smith,    1579-1631 

Macmillan     50c 

6-8  STANLEY— Golding,  .  Vautier— Story  of  Henry  M.  Stanley  (Children's 
heroes)  Dutton     50c 

6-8  STEVENSON— Overton,  J.  M.— Life  of  Robert  Louis  Stevenson  for 
boys  and  girls  Scribner     $1.00 

6-8  TELL— Marshall,  H.  E.— Stories  of  William  Tell  and  his  friends,  told 
to  the  Children  Dutton     50c 

6-8  VICTORIA,  QUEEN  OF  ENGLAND— Tappan,  E.  M.— In  the  days  of 
Queen  Victoria  Lothrop     $1.00 

8-  WASHINGTON,  BOOKER  T.— Washington.  Booker  T.— Up  from 
slavery;   an  autobiography  Doubleday     $1.50 

4-6  WASHINGTON,  GEORGE— Brooks.  E.  S.— True  story  of  George  Wash- 
ington, called  Father  of  his  country  Lothrop     $1.50 

7-8      WASHINGTON,    GEORGE— Scudder,   H.    E.— George   Washington 

Houghton     60C 


THE   SCHOOL  LIBRARY.  315 

7-8      WILLIAM  THE  CONQUEROR— Tappan,  E.  M.— In  the  days  of  William 
the  Conqueror  Lothrop    $i.oo 

921     Collective  Biography 

7-8      Adams,  E.  C.  8z  Foster,  W.  D. — Heroines  of  modern  progress 

Sturgis     $1.50 
3-6      Andrews,  Jane — Ten  boys  who  lived  on  the  road  from  long  ago  to  now 

Ginn     50c 

5-6      Baldwin,  James — American  book  of  golden  deeds  Amer.  bk.  co.     50c 

4-6      Baldwin,  James — Four  Great  Americans ;  Washington,  Franklin,  Webster, 

Lincoln ;  a  book  for  young  Americans  Amer.  bk.  co.     50c 

4-6      Beebe,  M.  B. — Four  American  naval  heroes  :  Paul  Jones,  Oliver  H.  Perry, 

Admiral  Farragut,  Admiral  Dewey;  a  book  for  young  Americans 

Amer.  bk.  co.     50c 

7-8      Bolton,  S.  K. — Lives  of  girls  who  became  famous  Crowell    $1.50 

7-8      Bolton,  S.  K. — Lives  of  poor  boys  who  became  famous        Crowell    $1.50 

6-8      Burton,  A.  H. — Four  American  Patriots :  Patrick  Henry,  Andrew  Jackson, 

Alexander  Hamilton,  Ulysses  S.  Grant;  a  book  for  young  Americans 

Amer.  bk.  co.     50c 

5-8      Chubb,  E.  W. — Stories  of  authors,  British  and  American        Sturgis     $1.25 

5-8       Cody,    Sherwin — Four    American    poets :    William    Cullen    Bryant,    Henry 

W.  Longfellow,  John  G.  Whittier,  Oliver  Wendell   Holmes ;  a  book 

for  young  Americans  Amer.  bk.  co.     50c 

5-7      Eggleston,  Edward — Stories  of  great  Americans  for  little  Americans 

Amer.  bk.  co.     40c 
7-8      Farmer,  L.  H. — Boys'  book  of  famous  rulers  Crowell     $1.50 

7-8      Farmer,  L.  H. — Girls'  book  of  famous  queens  Crowell    $1.50 

6-8      Gilbert,  Ariadne — More  than  conquerors  Century    $1.25 

5-8      Gordy,  W.  F. — American  leaders  and  heroes ;   a  preliminary  textbook  in 
United  States  history  Scribner    60c 

5-7       Gordy,  W.  F. — Stories  of  American  explorers;  a  historical  reader 

Scribner     50c 
6-8      Haaren,  J.  H.  &  Poland,  A.  B. — Famous  men  of  Greece 

Amer.  bk.  co.     50c 
5-8      Haaren,  J.  H.  &  Poland,  A.  B. — Famous  men  of  Rome 

Amer.  bk.  co.     50c 
6-8      Haaren,  J.  H.  &  Poland,  A.  B. — Famous  men  of  the  middle  ages 

Amer.  bk.  co.     50c 
6-8      Haaren,  J.  H.  &  Poland,  A.   B. — Famous  men  of  modern  times 

Amer.  bk.  co.     50c 

6-8      Howard.   C.   L. — Four  great   pathfinders  :   Marco   Polo,   Vasco   da   Gama, 

Christopher  Columbus,  Ferdinand  Magellan  Educ.  pub.  co.     50c 

7-8      Johnston,    C.    H.    L. — Famous    scouts :    including    trappers,    pioneers    and 

soldiers  of  the  frontier;  their  hazardous  and  exciting  adventures  in 

the  mighty  drama  of  the  white  conquest  of  the  American  continent 

Page    $1.50 

5-7      Kingsley,   N.   F. — Four  American  explorers :   Captain  Meriwether   Lewis. 

Captain   William    Clark,    General   John    C.    Fremont,    Dr.    Elisha    K. 

Kane  ;  a  book  for  young  Americans  Amer.  bk.  co.     50c 

S-7      Mabie,   H.   W.,   ed. — Heroes   every  child   should   know ;    tales    for   young 

people  of  the  world's  heroes  of  all  ages  Grosset    6oc 

5-8      Mabie,  H.   W  &   Stephens,   Kate,   ed. — Heroines  that   every   child   should 

know;  tales  for  young  people  of  the  world's  heroines  of  all  ages. 

Grosset    60c 
5-8      Mowry,  W.  A.  &  Mowry,  A.  M. — American  heroes  and  heroism 

Silver    60c 

5-7      Mowry,  W.  A.  &  Mowry,  B.  S. — American  pioneers  Silver    65c 

5-8      Perry,   F.   M. — Four  American  inventors :   Robert   Fulton,    Samuel    F.   B. 

Morse,  Eli  Whitney,  Thomas  A.  Edison ;  a  book  for  young  Americans 

Amer.  bk.  co.     50c 


3l6  THE   SCHOOL  LIBRARY. 

5-7  Perry,  F.  M.  &  Beebe,  Katherine — Four  American  pioneers :  Daniel  Boone, 
George  Rogers  Clark,  David  Crockett,  Kit  Carson ;  a  book  for  young 
Americans  Amer.  bk.  co.     50c 

7-8  Plutarch — Boys'  and  girls'  Plutarch,  being  parts  of  the  Lives  of  Plutarch 
edited  for  boys  and  girls  by  J.  S.  White  Putnam     $1.75 

6-8  Seawell,  M.  E. — Twelve  naval  captains ;  being  a  record  of  certain  Ameri- 
cans who  made  themselves  immortal  Scribner     50c 

6-8      Wade,  M.  H.— Wonder- Workers  Little    $1.00 

7-8      Wright,  H.  C. — Children's  stories  in  American  literature        Scribner 

Volume  I.     1660-1860  50c 

Volume  2.     1861-1896  50c 

7-8      Yonge,   C.   M. — Book  of  golden   deeds   of   all   times   and  all   lands 

Dutton     50c 
929     Flags 

5-8  Fallows,  Samuel,  ed. — Story  of  the  American  flag,  with  patriotic  selections 
and  incidents  Educ.  pub.  co.     50c 

5-8       Holden,   E.   S. — Our  country's  flag  and  the  flags  of   foreign  countries 

Appleton    80c 
5-8       Schauffler,  R.  H.,  ed.—Our  flag  in  verse  and  prose  Moffat     $1.25 

5-8       Smith,   Nicholas — Our   nation's   flag  in  history   and  incident 

Young  churchman     $1.00 

930     Ancient  History 

9-10     Botsford,  G.  W. — Ancient  history  for  beginners  Macmillan     $1.50 

5-9       Stories  of  the  ancient  world  retold  from  St.  Nicholas  Century     65c 

9-10    West,  W.  M. — Ancient  world,  from  the  earliest  times  to  800  A.   D. 

Allyn     $1.50 
9-10    Davis,  W.  S.,  ed. — Readings  in  ancient  history;  illustrative  extracts  from 

the  sources  ;  Rome  and  the  west  Allyn    $1.00 

6-10     Guerber,  H.  A. — Story  of  the  Romans  Amer.  bk.  co.    6oc 

9-10    Johnston,  H.  W. — Private  Ufe  of  the  Romans  Scott     $1.50 

9-10     Munro,  D.  C. — Source  book  of  Roman  history  Heath     $1.00 

6-10     Tappan,   E.   M. — Story  of   the   Roman   people;    an   elementary   history   of 

Rome  Houghton     65c 

9-10     Davis,  W.  S.,  ed. — Readings  in  ancient  history;  illustrative  extracts  from 

the  sources;  Greece  and  the  east  Allyn    $1.00 

9-10     Fling,  F.  M.— Source  book  of  Greek  history  Heath     $1.00 

6-10    Guerber,  H.  A.— Story  of  the  Greeks  Amer.  bk.  co.    6oc 

9-10     Gulick,  C.  B. — Life  of  the  ancient  Greeks,  with  special  reterence  to  Athens 

Appleton     $1.40 
6-10     Tappan,  E.  M. — Story  of  the    Greek    people;    an    elementary    history    of 

Greece  Houghton     65c 

940     European   History 
7-ir     Benezet,  L.  P. — Story  of  the  map  of  Europe,  its  making  and  its  changing 

Scott     60C 
9-1 1       Emerton,   Ephraim — Introduction  to  the  study  of  the  middle  ages,  375- 

814  Ginn     $1.12 

9-12     Gibbons,  H.  A. — New  map  of  Europe,  1911-1914;  the  story  of  the  recent 

diplomatic  crises  and  wars  and  of  Europe's  present  catastrophe 

Century     $2.00 
6-12     Gordy,  W.  F. — American  beginnings  in  Europe  Scribner     75c 

9-11     Harding,  S.  B.— Story  of  the  middle  ages  Scott     $1.18 

9-12     Hazen,  C.  D.— Europe  since  1815  Holt    $3-75 

6-8      Kelman,  J.  H.— Stories  from  the  crusades  Dutton     50c 

6-12     Nida,  W.  L. — Dawn  of  American  history  in  Europe  Macmillan  _    8oc 

4-6       Niver,  H.   B. — Great  names  and  nations ;   a  first  book  in  modern  history 

Atkinson     40c 
9-1 1     Robinson,   J.   H. — Introduction   to   the  history   of  western   Europe 

Ginn    $1.60 
5-8       Stories  of  chivalry  retold  from  St.  Nicholas  -     Century    65c 


THE    SCHOOL  LIBRARY. 


3^ 


5-8 
6-10 
6-10 
9-1 1 

9-12 

9-II 
9-II 

6-9 
5-9 

7-9 
9-1 1 

5-8 
6-10 

5-10 

6-10 
7-IO 

4-6 
7-8 

3-5 
4-8 
7-8 
6-8 

6-8 
6-8 

5-8 


6-8 
3-4 
6-8 
4-6 
4-5 
2-2, 

6-12 
1-2 

4-6 
4-8 
4-6 

5-8 

9-12 

3-4 
6-9 


Century    65c 

Houghton    6sc 

Houghton    $2.00 

of   Europe,   350- 

Scribner    $1.50 

sotial    history    of 

Macmillan    $1.40 

Ginn    $1.40 

the    earliest    times 

Longmans     $3.00 

Amer.  bk.  co.    65c 


Amer.  bk.  co.     40c 

Amer.  bk.  co.    65c 

in    color   by   A.    C. 

Doran    $2.50 

Amer.  bk.  co.    60c 

Houghton    $1.50 


Stories  of  the  middle  ages  retold  from  St.  Nicholas 

Tappan,  E.  M. — European  hero  stories 

Tappan,  E.  M.- — When  knights  were  bold 

Thatcher,   O.   J.   &   Schwill,   Ferdinand — General   history 

1900 
Cheyney,    E.    P. — Introduction    to    the    industrial    and 

England 
Cheyney,  E.  P. — -Short  history  of  England 
Gardner,    S.    R. — Students    history    of    England,    from 

to  1885 
Guerber,  H.  A. — Story  of  the  English 
Marshall,  H.  E.— Island  story ;  a  child's  history  of  England  with  pictures 

in  color  by  A.  S.  Forrest  Stokes    $2.50 

Tappan,  E.  M — England's  story;  a  history  for  grammar  and  high  schools 

Houghton    85c 
Tuell,  H.  E.  &  Hatch,  R.  W.,  comp. — Selected  readings  in  English  history 

Ginn     $1.40 
Dutton,  M.  B. — Little  stories  of  Germany 
Guerber,  H.  A. — Story  of  modern  France 
Marshall,    H.   E. — History   of    France,   with   pictures 

Michael 
Pitman,  L.  W. — Stories  of  old  France 
Griffis,  W.  E. — Young  peoples'  history  of  Holland 

970.1     American  Indians 

Bayliss,  C.  K. — Two  little  Algonkin  lads  Educ.  pub.  co.     50c 

Catlin,  George — Boy's   Catlin ;   my  life  among  the   Indians,   edited  wnth   a 

biographical  sketch  by  M.  G.  Humphreys  Scribner     $1.50 

Chase,  Annie — Children  of  the  wig\vam  Educ.  pub.  co.     40c 

Curtis,  E.  S. — Indian  days  of  the  long  ago  World  bk.  co.     $1.00 

Drake,  F.  S. — Indian  history  for  young  folks  Harper    $2.00 

Dunn,  J.  P. — True  Indian  stories,  with  glossary  of  Indiana  Indian  names 

Sentinel  ptg,  co.     $1.00 
Eastman,  C.  A. — Indian  boyhood  Doubleday    $r.6o 

Fletcher,   A.   C. — Indian  games   and   dances   with   native   songs,    arranged 

from  American  Indian  ceremonials  and  sports  Birchard     $1.00 

Grinnell,  G.  B. — Blackfeet  Indian  stories  Scribner    $1.00 

Hodge,   F.   W.,   ed. — Handbook  of   American   Indians   north    of    Mexico. 

(Bureau  of  American  ethnology.     Bulletin  30)     2v. 

Gov't  prtg.  office 
Howard,  O.  O. — Famous  Indian  chiefs  T  have  known  Century    $1.50 

Husted,  M.  H. — Stories  of  Indian  children  Pub.  sch.  pub.  co.     40c 

Indian  stories  retold  from  St.  Nicholas  Century 

Tenks,  A.  E. — Childhood  of  Ji-Shib,  the  Ojibwa  Atkinson 

ludd,  M.  C. — Wigwam  stories  told  by  North  American  Indians      Ginn 
Morcomb,  M.  E. — Red  Feather  stories  Lyons 

Poast,  F.  M. — Indian  names,  facts  and  games  for  Campfire  girls 

Bryan 
Smith,  L.  R. — Hawk  Eye;  an  Indian  story  for  the  first  grade 

Flanagan 
Snedden,  G.  S. — Docas,  the  Indian  boy  of  Santa  Clara 
Starr,   Frederick — American  Indians 
Zitkala-Za — Old  Indian  legends 

973    American  History 
Marshall,  H.  E. — Canada's  story  told  to  boys  and  girls, 

colour  by  J.  R.  Skelton  and  Henry  Sandham 
Babcock,  K.  C. — Rise  of  American  nationality,  1811-1819 
Bass,  Florence — Stories  of  pioneer  life  for  young  readers 


Heath 

Heath 

Ginn 


65c 
60C 
75c 
36c 

75c 

30C 
40c 
45c 
50c 


with  pictures   in 

Stokes     75c 

Harper    $2.00 

Heath     40( 


Bassett,  J.   S. — Plain  story  of  American  history 


Macmillan    $1.00 


3l8  THE   SCHOOL  LIBRARY. 

5-8  Blaisdell,  A.  F.  &  Ball,  F.  K. — Hero  stories  from  American  history,  for 
elementary  schools  Ginn     50c 

7-12     Channing,  Edward  &  Lansing,  M.  F. — Story  of  the  great  lakes 

Macmillan    $1.50 

7-8  Coffin,  C.  C. — Building  the  nation;  events  in  the  history  of  the  United 
States  from  the  Revolution  to  the  beginning  of  the  war  between  the 
states  Harper    $2.00 

4-5       Eggleston,  Edward — Stories  of  American  life  and  adventure 

Amer.  bk.  co.     50c 

9-12     Fiske,  John — Critical   period   of   American   history,    1783-1789 

Houghton     $2.00 

5-8       Guerber,  H.  A. — Story  of  the  great  republic  Amer.  bk.  co.     65c 

9-12  Hart,  A.  B.,  ed. — American  history  told  by  contemporaries.  4v.  Macmillan 
Volume  I.     Era  of  colonization,  1493-1689  $2.00 

Volume  2.     Building  of  the  nation,   1689-1783  $2.00 

Volume  3.     National  expansion,  1783- 1844  $2.00 

Volume  4.     Welding  of  the  nation,  1845- 1897  .  $2.00 

8-12     Hart,  A.  B. — Formation  of  the  union,  1750-1829  Longmans     $1.25 

9-12     Hart,  A.  B. — Slavery  and  abolition,  1831-1841  Harper     $2.00 

8-12  Hart,  A.  B.,  ed. — Source  book  of  American  history  for  schools  and  read- 
ers, with  practical  introductions  Macmillan     60c 

5-8       Henderson,  W.  J.  &  others — Strange  stories  of   1812  Harper     60c 

5-8       Lane,  M.  A.  L  "&  Hill,  Mabel,  comp. — American  history  in  literature 

Ginn     50c 

7-9       Lodge,  H.  C.  &  Roosevelt,  Theodore — Hero  tales   from  American  history 

Century     $1.50 

6-12  MacDonald,  William,  ed. — Documentary  source  book  of  American  history, 
1606-1898  Macmillan     $1.75 

7-12       Muzzey,  D.  S.,  re?.— Readings  in  American  history  Ginn     $1.50 

6-8       Stevenson,  Augusta — Dramatized  scenes  from  American  history 

Houghton    $1.00 

3-5       Stone,  G.  L.  &  Fickett,  M.  G. — Days  and  deeds  a  hundred  years  ago 

Heath    35c 

6-8      Tappan,  E.  M. — American  hero  stories  Houghton     55c 

6-8  Tappan,  E.  M. — Our  country's  story;  an  elementary  history  of  the  United 
States  Houghton    65c 

8-12     Wilson,  Woodrow — Division  and  reunion,  1829-1900  Longmans     $1.25 

973.1     Discovery 

8-9  Bacon,  E.  M. — English  voyages  of  adventure  and  discovery  retold  from 
Hakluyt  Scribner     $1.50 

6  Dickson,    M.    S. — From    the    old    world    to    the    new ;    how    America    was 

found  and  settled  Macmillan    $1.00 

4-6       Hutchinson,  F.  W. — Men  who  found  America  Barse     $1.25 

3-4       Lucia,  Rose — Stories  of  American  discoverers  for  little  Americans 

Amer.  bk.  co.     40c 
973.3     Colonies 

5-7       Burton,  A.  H. — Story  of  the  Indians  of  New  England  Silver     6oc 

3-4       Chadwiick,  M.  L.  Pratt — Stories  of  colonial  children       Educ.  pub.  co.     6oc 
6-8       Coffin,  C.  C. — Old  times  in  the  colonies  Harper     $2.00 

6-8       Earle,  A.  M. — Child  life  in  colonial  days  Macmillan     $2.50 

6-8       Earle,  A.  M. — Home  life  in  colonial  days  Macmillan     $2.50 

6-8  Hart,  A.  B.  &  Chapman,  A.  B.,  ed. — How  our  grandfathers  lived  (Source 
readers)  Macmillan    6oc 

6-8       Hart,  A.  B.  &  Hazard,  B.  E.,  ed. — Colonial  children   (Source  readers) 

Macmillan    40c 
6-7       Hawthorne,   Nathaniel — Grandfather's   chair   and   liiographical    stories 

Houghton     70C 
4-6       Kaler,  J.  O. — Calvert  of  Maryland:  a  story  of  Lord  Baltimore's  colony 

Amer.  bk.  co.     35c 


THE   SCHOOL  LIBRARY.  319 

4-6       Kaler,  J.  O. — Mary  of  Plymouth;  a  story  of  the   Pilgrim  settlement 

Amer.  bk.  co.  35c 
4-6       Kaler,  J.  O.— Peter  of  New  Amsterdam ;  a  story  of  old  New  York 

Amer.  bk.  co.  3Sc 
4-6      Kaler,  J.  O. — Richard  of  Jamestown;  a  story  of  the  Virginia  colony 

Amer.  bk.  co.  35c 
4-6       Kaler,  J.  O. — Ruth  of  Boston;  a  story  of  the  Massachusetts   Bay  colony 

Amer.  bk.  co.  35c 
4-6       Kaler,  J.  O. — Stephen  of  Philadelphia;  a  story  of  Penn's  colony 

Amer.  bk.  co.  35c 

5-7       Palmer,  F.  S.  &  Others — Strange  stories  of  colonial  days          Harper  60c 

4-5       Price,  L.  L. — Lads  and  lasses  of  other  days                                   Silver  540 

4-6       Pumphrey,  Margaret — Pilgrim  stories                                                  Rand  4Sc 

3-4  Stone,  G.  L  &  Fickett,  M.  G. — Every  day  life  in  the  colonies  Heath  35c 
9-12     Thwaites,  R.  G. — The  colonies,  1492-1750                               Longmans    $1.25 

973-3     Revolutionary  War 

6-8      Coffin,  C.  C. — Boys  of  '76;  a  history  of  the  battles  of  the  revolution 

Harper    $2.00 
7-12     Fiske,  John — War  of   independence  Houghton     40c 

6-7       Hart,  A.   B.  &   Hill,   Mabel,  cd. — Camps  and   firesides   of   the   revolution 
(Source  readers)  Macmillan     50c 

6-8  Pyle,  Howard  &  others — Strange  stories  of  the  revolution  Harper  60c 
9-12  Howard,  G.  E. — Preliminaries  of  the  revolution,  1763-1775  Harper  $2.00 
9-12     Van  Tyne,  C.   H. — American  revolution,   1776-1783  Harper     $2.00 

973-4     National  Expansion 

6-8      Baldwin,   James — Conquest    of   the   old    northwest   and   its    settlement   by 
Americans  Amer.  bk.  co.     60c 

6-8      Baldwin,   James — Discovery  of   the  old   northwest   and   its   settlement   by 
the  French  •    Amer.  bk.  co.    60c 

7-8  Catherwood,  M.  H. — Heroes  of  the  middle  west;  the  French  Ginn  50c 
7-12     Hinsdale,   B.   A. — Old  northwest;   the   beginnings   of   our  colonial   system 

Silver  $1.75 
7-12  Hosmer,  J.  K. — Short  history  of  the  Mississippi  valley  Houghton  $1.20 
5-7       Kaler,  J.  O. — Antoine  of  Oregon ;  a  story  of  the  Oregon  trail 

Amer.  bk.  co.  350 
5-7      Kaler,  J.  O. — Benjamin  of  Ohio;  a  story  of  the  settlement  of  Marietta 

Amer.  bk.  co.  35c 
5-7      Kaler,  J.  O. — Hannah  of  Kentucky ;  a  story  of  the  Wilderness  road 

Amer.  bk.  co.  35c 
5-7       Kaler,  J.  O. — Martha  of  California;  a  story  of  the  California  trail 

Amer.  bk.  co.  35c 
5-7      Kaler,  J.  O. — Philip  of  Texas ;  a  story  of  sheep  raising  in  Texas 

Amer.  bk.  co.  35c 
5-7      Kaler,  J.  O. — Seth  of  Colorado;  a  story  of  the  settlement  of  Denver 

Amer.  bk.  co.  350 
4-7       McMurry,  C.  A. — Pioneers  of  the  Mississippi  valley  Macmillan     40c 

4-7       McMurry,   C.  A. — Pioneers  of  the  Rocky  mountains   and  the  west 

Macmillan    40c 
4-5       Nida,  S.  H. — Letters  of  Polly,  the  pioneer,  written  to  a  younger  brother 
and  sister  back  east  Macmillan     50c 

7-12     Parkman,    Francis — LaSalle   and    the    discovery   of   the   great   west,    1643 
-1689  Little    $2.00 

9-12     Paxson,  F.  L. — Last  American  frontier  Macmillan     $1.20 

9-12     Sparks,  E.   E. — Expansion  of  the  American  people,   social  and  territorial 

Scott    $1.50 

9-12     Thwaites,    R.    G. — How    George    Rogers    Clark    won    the    Northwest    and 

other  essays  in  western  history  McClurg    $1.20 

9-12     Turner,  F.  J. — Rise  of  the  new  west,  1819-1829  Harper    $2.00 


320  THE    SCHOOL   LIBRARY. 

973.7     Civil  War 

6-8       Coffin,  C.  C. — Boys  of  '61  ;  or,  Four  years  of  fighting;  personal  observation 

with   the  army  and  navy,    from  the   first   battle  of   Bull   Run   to   the 

fall  of  Richmond  Estes     $2.00 

8-12     Eggleston,  G.  C. — Southern  soldier  stories  Macmillan     50c 

7-12     Hart.  A.  B.  &  Stevens,    Elizabeth — Romance    of    the    Civil    war    (Source 

readers)  Macmillan    60c 

9-12     Rhodes,   J.    F. — History   of   the   United    States    from   the   compromise    of 

1850  to  the  final   restoration  of  home  rule  at  the  south  in   1877.    7v. 

Macmillan    $17.50 
7-9       Shackelton,   Robert  &  others — Strange   stories  of  the  Civil   war 

Harper    60c 
973.8     Since  the  Civil  War 

8-12     Burgess,   J.   W. — Reconstruction   and  the   constitution,    1866-1876 

Scribner     $1.00 
8-12     Paxson,  F.  L. — New  nation  Houghton     $1.25 

977.3     Illinois 

7-8       Atkinson,  Eleanor — Story  of  Chicago  Little   chronicle     75c 

7-8      Campbell,   W.   H. — Illinois  history  stories   for  use  in  elementary  schools 

Appleton  55c 
8-12     Carr.  C.  E. — The  Illini ;  a  story  of  the  prairies  McClurg    $2.00 

4-5       Chadwick,  M.  L.  Pratt — Stories  of  Illinois  Educ.  pub.  co.     40c 

8-12  Harris,  N.  D. — History  of  negro  servitude  in  Illinois  and  of  the  slavery 
agitation  in  that  state,  1 719-1864  McClurg    $1.50 

7-8       Mather,  I.  F. — Making  of  Illinois;  historical  sketches  Flanagan     50c 

7-8       Nida,  W.  L. — Story  of  Illinois  and  its  people  Barnes     80c 

6-7       Osman,  E.   G. — Starved   Rock;   a  chapter  of  colonial  history 

Flanagan  50c 
7-12  Robinson,  L.  E.  &  Moore,  Irving — History  of  Illinois  Amer.  bk.  co.  60c 
7-12     Smith,  G.  W.— Students  history  of  Illinois  Hall     $1.25 

990     Miscellaneous 

Hall,  A.  B.  &  Chester,  C.  L. — Panama  and  the  canal  Newson     75c 

Barrows,  D.  P. — History  of  the  Philippines  \\'orld  bk.  co.     $1.20 

Knapp,  Adeline — Story  of  the  Philippines  Silver     6oc 

Marshall,    H.    E. — Australasia's    story,    with    pictures    in    color  by  J.    R. 
Skelton  and  G.  W.  Lambert  Stokes     75c 

Fiction 

4-5       Aanrud,    Hans — Lisbeth    Longfrock,    translated    from    the    Norwegian    by 

L.  E.  Poulsson  Ginn     40c 

3-4      Aiken,  Dr.,  Barbauld,  Mrs.  &  others — Eyes  and  no  eyes  and  other  stories 

Heath  20c 
5-7      Alcott,  L.  M. — Eight  cousins;  or.  The  aunt  hill  Little    $1.35 

S-6      Alcott,  L.  M. — Tack  and  Jill;  a  village  story  Little    $1.35 

6-8      Alcott,  L.  M. — To's  bovs  and  how  thev  turned  out ;  a  sequel  to  Little  men 

Little  $1.35 
5-7      Alcott,   L.   M. — Little  men;   life   at   Plumfield   with   Jo's   boys;    illus.   by 

Reginald  Birch  "  Little     $2.00 

6-8       Alcott,  L.  M. — Little  women;  or,  Meg,  Jo,  Beth  and  Amy,  illus.  by  Alice 

Barber  Stephens  Little     $2.00 

6-8       Alcott,  L.  M.— Old  fashioned  girl  Little    $1.35 

5-7       Alcott,  L.  M.— Under  the  lilacs  Little     $1.35 

6-8      Aldrich,  T.  B.— Story  of  a  bad  hoy  Houghton     $1.25 

6-7      Allen,  W.  B. — Navy  blue;  a  story  of  cadet  life  in  the  United  States  naval 

academy  at  Annapolis  Button     $1.50 

8-12     Andrews.  M.  R.  S. — Perfect  tribute  Scribner     50c 

2,-4      Aspinwall,  Mrs.  Alicia — Can  you  believe  me  stories  Button     $1.50 

3-4      Aspinwall,  Mrs.  Alicia — Short  stories  for  short  people  Button     $1.50 


THE    SCHOOL    LIBRARY.  321 

8-12    Austin,  J.  G.— Betty  Alden,  the  first  born  daughter  of  the  Pilgrims 

Houghton    $1.25 
8-12     Austin,  J.  G.— Standish  of  Standish;  a  story  of  the  Pilgrims 

Houghton    $1.25 
3-4      Baldwin,  James— Fifty  famous  stories  retold  Amer.  bk.  co.    35c 

4-5       Baldwin,  James— Thirty  more  famous  stories  retold       Amer.  bk.  co.     50c 
8-10    Barbour,  R.  H.— Behind  the  Hne ;  a  story  of  college  hfe  and  football 

Appleton     $1.50 
6-8      Barbour,  R.  H.— For  the  honor  of  the  school;  a  story  of  school  life  and 
interscholastic  sport  Appleton    $1.50 

6-8      Barbour,  R.  H. — Forward  pass;  a  story  of  the  new  football 

Appleton    $1.35 
7-8      Barbour,  R.  H.— Half-back;  a  story  of  school  football  and  golf 

Appleton    $1.50 
6-8       Barnes,  James — Yankee  ships  and  Yankee  sailors;  tales  of  1812 

Grosset    60c 
6-10     Barton,  W.  E.— Prairie  schooner;  a  story  of  the  Black  Hawk  war 

Wilde    $1.50 
6-8      Baylor,  F.  C— Juan  and  Juanita  Houghton    $1.40 

7-8      Bennett,  John— Barnaby  Lee  Century    $1.50 

7-8       Bennett,  John — Master  Skylark;  a  story  of  Shakespeare's  time 

Century     $1.50 
8-12     Blackmore,   R.   D. — Lorna  Doone ;   a  romance  of   Exmoor,   illus.   in   color 
by  Gordon  Browne  Winston    $2.00 

4-6       Bouvet,  Marguerite— Sweet  William  McClurg    $1.00 

6-8       Boyesen,    H.    H. — Against   heavy   odds;    a   tale   of    Norse   heroism   and   a 
fearless  trio  Scribner     $1.25 

6-8       Boyesen,  H.  H. — Boyhood  in  Norway;   stories  of  boy-life  in  the  land  of 
the  midnight  sun  Scribner     $1.25 

5-7      Boyesen,  H.  H. — Modern  Vikings;  stories  of  life  and  sport  in  the  Norse- 
land  Scribner     $1.25 
6-8      Brooks,  E.  S.— Master  of  the  strong  hearts;  a  story  of  Custer's  last  rally 

Dutton    $1.50 
6-8      Brooks,  Noah— Boy  emigrants  Scribner    $1.23 

3-4       Brown,  A.  F.— Lonesomest  doll  Houghton     850 

4-5       Brown,  H.  D.— Little  Miss   Phoebe  Gay  Houghton     $1.00 

6-8       Brown,  John — Rab  and  his   friends  and  other  dogs  and  men 

Houghton    60c 
5-8      Bunyan,  John — Pilgrim's  progress,  illus.  in  color  by  Gertrude  Hammond 

Macmillan    $2.00 

4-6      Burnett,  F.  H.— Little  Lord  Fauntleroy  Scribner    $1.20 

4-6       Burnett,  F.  H. — Little  princess,  being  the  whole  story  of  Sara  Crewe  now 

told  for  the  first  time,  illus.  by  E.  F.  Betts  Scribner    $2.00 

6-8      Burnett,  F.  H.— Lost  prince  Century    $1.35 

5-8      Burnett,  F.  H.— Secret  garden  Stokes     $1.35 

6-8      Burton,   C.   P.— Bob's  cave  boys;  being  a  sequel  to  The   Boys   of   Bob's 

hill ;    being    more    about    the    doings    of    the    Band    as    told    by    the 

Secretary  Holt    $1.50 

6-8      Burton,  C.  P.— Bob's  hill  braves  Holt    $1.50 

6-8      Burton,  C.  P.— Boy  scouts  of  Bob's  hill;  a  sequel  to  Bob's  hill  braves 

Holt    $1.30 
6-8      Burton,  C.  P.— Boys  of  Bob's  hill  Holt    $1.25 

7-8      Catherwood,  M.  H.— Old  Kaskaskia  Houghton    $1.25 

5-8      Cervantes  Saavedra.  Miguel  de— Don  Quixote  of  the  Mancha.  retold  by 
Judge  Parrv,  illus.  by  Walter  Crane  Lane    $1.50 

8-12     Churchill.  Winston— Crisis  Macmillan    $1.50 

8-12    Churchill.  Winston— Richard   Carvel  Macmillan    $1.50 

6-8      Clark,  H.  H.— Bov  life  in  the  U.  S.  navv  Lo^hrop    $1.25 

6-8      Clemens.   S.   L.— Adventures   of   Huckleberry   Finn,   Tom   Sawyer's   com- 
rade, by  Mark  Twain  Harper    $1.75 


^22  THE    SCHOOL   LrBRAKY. 

6-8      Clemens,  S.  L. — Adventures  of  Tom  Sawyer,  by  Mark  Twain 

Harper    $1.75 

6-8      Clemens,   S.   L. — Prince  and  the  pauper;   a  tale   for  young  people  of  all 

ages,  by  Mark  Twain  Harper    $1.75 

7-8      Connor,  Ralph — Glengarrv  school  davs;  a  story  of  early  days  in  Glengarry 

Revell     $1.25 
5-7      Coolidge,  Susan — What  Katy  did;  a  story  Little    $1.25 

5-7      Coolidge,  Susan — What  Katy  did  at  school  Little    $1.25 

7-8      Cooper,  J.   F. — Last  of  the  Mohicans;  or,  A  narrative  of   1757,  illus.  by 
E.  Boyd  Smith  Holt.    $1.35 

7-8      Cooper,  J.  F. — The  spy;  a  tale  of  the  neutral  ground  Burt    $1.00 

6-8      Cotes,  Mrs.  Everard — Story  of  Sonny  Sahib  Appleton    $1.00 

7-8      Craik,  Mrs.  D.  M.  Mulock — John  Halifax,  gentleman  Harper    $1.00 

5-7      Crockett,  S.  R. — Sir  Toady  Lion  Stokes    $1.50 

4-6      Curtis,  A.  T. — Grandpa's  little  girls  Penn    $1.00 

4-6      Curtis,  A.  T. — Grandpa's  little  girls  at  school  Penn    $1.00 

6-8      Curtis,  A.   T. — Little  heroine  of   Illinois;   a  young  girl's   patriotism   and 
daring  Lothrop    $1.25 

6-8      Davis,  R.  H. — Stories  for  boys  Scribner    $1.00 

4-8      DeFoe,  Daniel — Robinson  Crusoe;  illus.  by  E.  Boyd  Smith 

Houghton    $1.50 
4-8      DeFoe,  Daniel — Robinson  Crusoe  Houghton    60c 

4-6      De  la  Ramee,  Louisa  Bimbi ;  stories  for  children  Lippincott    $1.50 

4-6      De  la  Ramee,  Louisa — Dog  of  Flanders  Lippincott     50c 

7-8       Dickens,  Charles — Christmas  carol.  Wreck  of  the  Golden   Mary,   Richard 
Doubledick,  Cricket  on  the  hearth  Scott     30c 

6-8      Dickens,  Charles — Christmas  carol,  illus.  by  C.  E.  Brock        Dutton    $1.00 
6-8      Dickens,  Charles — Cricket  on  the  hearth,  illus.  by  C.  E.  Brock 

Dutton    $1.00 

8  Dickens,  Charles — David  Copperfield  Houghton    $1.50 

8  Dickens,  Charles — Tale  of  two  cities  Houghton    $1.50 

6-8      Dix,  B.  M.^ — Soldier  Rigdale;  how  he  sailed  in  the  Mayflower  and  how 

he  served  Miles  Standish  Macmillan    $1.50 

5-7      Dodge,  M.  M. — Hans  Brinker;  or.  The  silver  skates;  a  story  of  life  in 

Holland  Scribner    $1.50 

5-8      Doubleday,    Russell — Cattle   ranch    to    college ;    the   true    tale    of    a   boy's 

adventures  in  the  far  west  Doubleday    $1.25 

Dowd,  E.  C. — Polly  of  Lady  Gay  cottage  Houghton    $1.00 

Dowd,  E.  C. — Polly  of  the  hospital  staff  Houghto*    $1.00 

Duncan,    Norman — Adventures    of    Billy    Topsail  Revell    $1.25 

Duncan,   Norman — Billy  Topsail  and   company  Revell    $1.25 

Earl,  J.  P — On  the  school  team  Penn    $1.00 

Earl,  J.  P. — School  team  in  camp  Penn    $1.00 

E^ton,    W.    P. — Boy    scouts    of    the    Wildcat    patrol;    the   adventures    of 

Peanut  as  a  young  scout  master  Wilde    $1.00 

5-7      Edgeworth,  Maria — Parents'  assistant ;  or,  Stories  for  children 

Macmillan  8oc 
3-4  Edgeworth,  Maria — Waste  not,  want  not  and  other  stones  Heath  20c 
4-6      Eggleston,  Edward — Hoosier  school  boy  Scribner    $1.00 

7-8      Eggleston,  Edward — Hoosier  schoolmaster  Grosset     75c 

7-8      Eggleston,  G.  C. — Long  knives ;  a  story  of  how  they  won  the  west 

Lothrop  $1.50 
8-        Eliot,  George — Silas  Marner;  the  weaver  of  Raveloe  Houghton    40c 

6-8      Ewing,  J.  H. — Jackanapes  Heath     20c 

5-7      Ewing,  J.  H. — Lob-lie-by-the-fire  Macmillan    $1.00 

7-8       Fox,  John  Jr. — Little  Shepherd  of  Kingdom  Come  Scribner    $1.35 

6-8      French,  Allen — Story  of  Rolf  and  the  Viking's  bow  Little    $1.50 

2-4      Gates,  J.  S. — Story  of  live  dolls;  being  an  account  of  how,  on  a  certain 
June  morning,  all  of  the  dolls  in  the  village  of  Cloverdale  came  alive 

Bobbs    $1.25 


THE    SCHOOL    LIBRARY.  323 

3-4       Goldsmith,  Oliver — History  of  little  Goody  Two   Shoes,  otl  erwise  called 

Mrs.  Margery  Two  Shoes,  edited  by  Charles  Welsh  Heath     20c 

7-8      Grinnell,    G.    B.— Jack  among  the   Indians ;   or,   A   boy's   summer   on   the 

bufifalo  plains  Stokes     $1.25 

7-8      Grinnell,    G.    B. — ^Jack   in   the    Rockies;    or,    A   boy's   adventures    with    a 

pack  train  Stokes    $1.25 

7-8      Grinnell,   G.   B. — Jack,  the  young  ranchman;   or,  A  boy's  adventures   in 

the  Rockies  Stokes    $1.25 

6-8      Haines,  A.  C. — Luck  of  the  Dudley  Grahams  as  related  in  extracts  from 

Elizabeth   Graham's  diary  Holt     $1.50 

6-8      Hale,  E.  E. — Man  without  a  country  Little     50c 

5-6      Hale,  L.  P — Last  of  the  Peterkins  with  others  of  their  kin      Little    $1.25 
5-6      Hale,  L.  P. — Peterkin  papers  Houghton    $1.40 

8-        Hawthorne,  Nathaniel — Twice  told  tales  Houghton    $1.00 

3-4       Hopkins,  W.  J. — Sandman;  his  farm  stories  Page     $1.50 

3-4       Hopkins,  W.  J. — Sandman;  more  farm  stories  Page     $1.50 

6-8      Howells,  W.  D.— Boy's  town  _  Harper    $1.25 

4-5      Howells,  W.  D. — Christmas  every  day  and  other  stories  told  for  children 

Harper  $1.25 
6-8      Hughes,  Rupert — Lakerim  athletic  club  Century    $1.50 

6-8      Hughes,  Thomas — Tom  Brown's  school  days,  by  an  old  boy 

Harper  $1.50 
8-  Hugo,  Victor — Story  of  Jean  Valjean  from  Les  Miserables  Ginn  90c 
5-7       Inman,   Henry — Ranch   on   the   Oxhide;    a   story   of   boys'   and   girls'   life 

on  the  frontier  Macmillan     50c 

7-8      Irving,  Washington — Old  Christmas,  illus.  by  Caldecott      Macmillan    $1.50 
7-8      Irving,  Washington — Rip  Van  Winkle,  illus.  by  G.  H.  Boughton 

Macmillan    $1.50 
7-8      Irving,  Washington — Rip  Van  Winkle,  illus.  by  Arthur  Rackham 

Doubleday    $5.00 
8-        Irving,  Washington — Tales  from  the  Alhambra,     adapted     by     Josephine 

Brower,  illus.  by  C.  E.  Brock  Houghton    $1.25 

5-7      Jackson,  H.  H. — Nelly's  silver  mine;  a  story  of  Colorado  life 

8-        Jackson,  H.  H., — Ramona ;  a  story 
3-4      Jewett,  J.  H. — Bunny  stories  for  young  people 
6-8      Jewett,  S.  O. — Betty  Leicester ;  a  story  for  girls 
6-8      Jewett,  S.  O. — Betty  Leicester's  Christmas 
5-6      Johnston,  A.  F. — Little  colonel 
6-8      Johnston,  A.  F. — Little  colonel's  hero 
6-8      Johnston,  A.  F. — Little  colonel's  holidays 
6-8      Johnston,  A.  F. — Little  colonel's  house  party 

5-7      Johnston,    A.    F. — Two   little   knights   of    Kentucky   who   were   the    little 
colonel's  neighbors  Page     50c 

4-6      Kaler,  James  Otis — Mr.  Stubbs  brother;  a  sequel  to  Toby  Tyler 

Harper  60c 
4-6  Kaler,  James  Otis — Toby  Tyler ;  or,  Ten  weeks  with  a  circus  Harper  6oc 
7-8      Kaler,  James  Otis — With  Perry  on  Lake  Erie ;  a  tale  of  1812 

Wilde  $1.50 
6-8      King,  C.  F. — Cadet  days  ;  a  story  of  West  Point  Harper    $1.25 

6-8      Kipling,  Rudyard — Captains  courageous;  a  story  of  the  Grand  Banks 

Century  $1.50 
5-7      Lagerlof,  Selma — Further  adventures  of  Nils,  translated  from  the  Swedish 

Doubleday    $1.20 
5-7      Lagerlof,  Selma — Wonderful  adventures  of  Nils,  from  the  Swedish 

Doubleday    $1.50 
8-        London,  Jack — Call  of  the  wild  Grosset    60c 

7-8      London,  Jack — White  Fang  Grosset     75c 

5-7       Lucas,  E.  V. — Anne's  terrible  good  nature  and  other  stories  for  children 

Macmillan     1.75 


Little 

$1-35 

Little 

$1-35 

Stokes 

$1.50 

Houghton 

$1.25 

Houghton 

$1.00 

Page    soc 

Page 

$1.50 

Page 

$150 

Page 

$1.50 

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Lucas,  E.  v.,  ed. — Old  fashioned  tales  Stokes    $1.50 

Mabie,  H.  W.,  ed. — Famous  stories  every  child  should  know;  a  selection 

of  the  best  stories  of  all  times  for  young  people  Grosset    60c 

Martineau,  Harriet — Crofton  boys  Heath    30c 

Martineau,  Harriet — Feats    on    the    fjord,    with    colored    illustrations    by 

Arthur  Rackham  Button     75c 

Martineau,    Harriet — Peasant    and    the    prince;    a    story    of    the    French 

revolution  Ginn    40c 

Masefield,  John — Jim  Davis  Grosset    60c 

Montgomery,  L.  M. — Anne  of  Avonlea  Grosset     75c 

Montgomery,  L.  M. — Anne  of  Green  Gables  Grosset     75c 

Morley,  M.  W. — Donkey  John  of  Toy  valley  McClurg    $1.25 

Munroe,  Kirk — Campmates;  a  story  of  the  plains  Harper    $1.25 

Munroe,  Kirk — Canoemates  Harper    $1.25 

Munroe,  Kirk — Dorymates  Harper    $1.25 

Munroe,  Kirk — Flamingo  feather  Harper    60c 

Ollivant,  Alfred — Bob,  son  of  battle  Burt     50c 

Page,  T.  N. — Among  the  camps ;  or.  Young  people's  stories  of  the  war 

Scribner    $1.35 
Page,  T.  N. — Santa  Claus's  partner  Scribner    $1.35 

Page,  T.  N. — Tommy  Trot's  visit  to  Santa  Claus  Scribner    $1.00 

Page.  T.  N. — Two  little  confederates  Scribner    $1.35 

Parrish,  Randall — When  wilderness  was  king;  a  tale  of  the  Illinois  country 

Burt     see 
Pier,  A.  S. — Boys  of  St.  Timothy's  Scribner     $1.25 

Pier,  A.  S. — Harding  of  St.  Timothy's  Houghton     $1.50 

Porter.  Jane— Scottish  chiefs  Crowell     $1.50 

Pyle.  Howard — Jack  BalHster's  fortunes  Century    $2.00 

Pj'le,  Howard — Men  of  iron  Harper    $2.00 

Pyle,  Howard — Otto  of  the  silver  hand  Scribner    $1.80 

Pyle,  Howard  &  others — Adventures  of  pirates   and   sea  rovers 

Harper    60c 
Quirk,  L.  W. — Boy  scouts  of  the  Black  Eagle  patrol  Little    $1.25 

Rankin.  Mrs.  C.  W. — Dandelion  cottage  Holt    $1.50 

Raspe,  R.  E. — Tales  from  the  travels  of  Baron  Munchausen  Heath  20c 
Rice,  Mrs.  A.  C.  H. — Mrs.  Wiggs  of  the  Cabbage  patch  Century  $1.00 
Richards,  L.  E. — Captain  January  Estes     soc 

Richards,  L.  E. — Hildegarde's  holiday  Page    $1.25 

Richards,  L.  E. — Pig  brother  and  other  fables  and  stories  Little    40c 

Richards,  L.  E. — Queen  Hildegarde;  a  story  for  girls  Page    $1.25 

Scott,  Sir  Walter — Ivanhoe ;  a  romance,  illus.  by  E.  Boyd  Smith 

Houghton    $2.50 
Scott,    Sir    Walter — Ivanhoe ;    a   romance,    with   biographical    sketch    and 

notes  Houghton    6oc 

Scott,  Sir  Walter — Quentin  Durward  Macmillan    $1.25 

Scott.  Sir  Walter — Talisman  ;  a  tale  of  the  crusades  Macmillan    $1.25 

Seawell,  M.  E. — Little  Jarvis  Appleton    $1.00 

Seton,  E.  T. — Rolf  in  the  woods  Doubleday    $1.75 

Seton,  E.  T. — Two  little  savages,  being  the  adventures  of  two  boys  who 

lived  as  Indians  and  what  they  learned  Doubleday    $1.75 

Shaw,  F.  L. — Castle  Blair;  a  story  of  youthful  days  Heath     50c 

Sidney,  Margaret — Five  little  Peppers  and  how  they  grew  Lothrop  $1.50 
Sidney.  Margaret — Five  little  Peppers  grown  up  Lothrop    $1.50 

Sidney,  Margaret — Five  little  peppers  midway  Lothrop     $1.50 

Smith,  N.  A. — Adventures  of  a  doll  McClure    $1.50 

Spyri.  Johanna — Heidi  Crowell     $1.25 

Spyri,  Johanna — Moni,  the  goat  boy  Ginn    40c 

Stein.  Evaleen — Gabriel  and  the  hour-book  Page    $1.00 

Stevenson.  R.  L. — Kidnapped,  being  memoirs  of  the  adventures  of  David 

Balfour  in  the  year  1751  Scribner    $1.00 


THE    SCHOOL    LIBRARY. 


325 


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Stevenson,  R.  L. — Treasure  island  Jacobs    $1.00 

Stevenson,  R.  L. — Treasure  island,  illus.  by  Milo  Winter  Rand     $1.35 

Stevenson,  R.  L. — Treasure  island,  illus.  by  N.  C.  Wyeth      Scribner    $2.25 

Stockton,  F.  R. — Fanciful  tales  Scribner     50c 

Stoddard,    W.   O. — Crov^^ded   out   o'    Crowfield ;    or.    The   boy   who   made 

his  way  Appleton     50c 

Stoddard,  W.  O. — Little  Smoke;  a  tale  of  the  Sioux  Appleton    50c 

Swift,   Jonathan — Gulliver's   travels    into    several    remote    regions    of    the 

world  Heath    30c 

Swift,   Jonathan — Gulliver's    travels    into   several    remote    regions    of    the 

world,  illus.  by  Arthur  Rackham  Button    $2.50 

Swift,  Jonathan — Gulliver's  travels  into    several    remote    regions    of    the 

world,  illus.  by  Milo  Winter  Rand    $1.35 

Trowbridge,  J.  T. — Cudjo's  cave  Lothrop     75c 

Trowbridge,  J.  T. — Tinkham  brothers  tide  mill  Lothrop     $1.25 

Vaile,  Mrs.  C.  M. — Orcutt  girls;  or,  One  term  at  the  academy 

Wilde    $1.50 
Vaile,  Mrs.  C.  M. — Sue  Orcutt ;  a  sequel  to  The  Orcutt  girls 

Wilde    $1.50 
Van  Dyke,  Henry — Blue  flower  Scribner    $1.50 

Wallace,  Lew — Ben  Hur  ;  a  tale  of  the  Christ  Harper    $1.50 

Warner,  C.  D. — Being  a  boy  Houghton    40c 

White,  E.  O. — Little  girl  of  long  ago  Houghton    $1.00 

White,  E.  O. — When  Molly  was  six  _  Houghton    $1.00 

White,  S.  E. — Magic  forest ;  a  modern  fairy  story  Macmillan    $1.20 

Wiggin,  K.  D. — Birds'  Christmas  Carol  Houghton     50c 

Wiggin,  K.  D. — Mother  Carey's  chickens  Grosset    75c 

Wiggin,  K.  D. — New  chronicles  of  Rebecca  Grosset    75c 

Wiggin,  K.  D. — Polly  Oliver's  problem  Houghton    $1.00 

Wiggin,  K.  D. — Rebecca  of  Sunnybrook  farm  Houghton    $1.20 

Wiggin,  K.  D. — Timothy's  quest ;  a  story  for  anybody,  young  or  old,  who 
cares  to  read  it  Houghton    $1.00 

Wyss.    David — Swiss    family    Robinson;    or.    The   adventures    of    a   ship- 
wrecked family  on  an  uninhabited  isle  near  New  Guinea 

Harper    $1.50 
Zollinger,  Gulielma — Maggie  McLanehan  McClurg    $1.00 

Zollinger,  Gulielma — Widow  O'Callaghan's  boys  McClurg    $1.00 


Periodicals 

American  Boy monthly 

A.  L.  A.  Book  List  monthly   (10  nos) 

Bird  Lore  bi-monthly 

Boys'  Life  monthly 

Country  Gentleman  -  weekly 

Current    Events  weekly    (40   nos) 

Garden  Magazine monthly 

Illustrated  World monthly 

Independent  weekly 

Industrial-Arts  Magazine  monthly 

Literary  Digest weekly 

Little  Folks  Magazine  monthly 

National  Geographic  Magazine  monthly 

Outlook    ~~ weekly 

Popular  Mechanics  monthly 

St.    Nicholas  - monthly    . 

School  Arts  Magazine  monthly  (10  nos) 

Travel monthly 

World's  Chronicle  „ weekly    (10  mos) 

World's  Work monthly 

Youth's  Companion  weekly 


$1.50 
$2.00 
$1.50 
$1.50 
$1.00 
$  .50 
$2.00 
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$4.00 
$1.50 
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$300 
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326  THE    SCHOOL    LIBRARY. 


Publishers. 


A.  L.  A.  pub.  bd A.  L.  A.  Publishing  Board,  Chicago. 

Allyn Allyn  &  Bacon,  Chicago. 

Altemus  Henry  Altemus  Company,  Philadelphia. 

Amer.  Bap.  pub.  soc American  Baptist  Publishing  Society,  Chicago, 

Amer.  bk.  co American  Book  Company,  Chicago. 

Amer.  Port,  cement American  Portland  Cement  Mfrs.,  Philadelphia. 

Amer.  Poul.  ass'n American  Poultry  Association,  Mansfield,  Ohio. 

Amer.  sch.  home  econ....  American  School  of  Home  Economics,  Chicago. 

Amer.  woolen  co American  Woolen  Company,  Boston. 

Appleton   D.  Appleton  &  Company,  Chicago. 

Arnold  ~  Arnold  &  Company  (see  Jacobs). 

Atkinson   Atkinson,  Mentzer  &  Company,  Chicago. 

Barnes   -  A.  S.  Barnes  &  Company,  New  York. 

Barse Barse  &  Hopkins,  New  York. 

Beckley-Cardy  Beckley-Cardy  Company,  Chicago. 

Birchard    C.  C.  Birchard  &  Company,  Boston. 

Black A.  &  C.  Black,  London  (see  Macmillan). 

Bobbs Bobbs-Merrill  Company,  Indianapolis. 

Boston  bk.  co Boston  Book  Company,  Boston. 

Bradley    Milton  Bradley  Company,  Springfield,  Mass. 

Bryan  James  William  Bryan  Press,  Washington,  D.  C. 

Burt    A.  L.  Burt  Company,  New  York. 

Caldwell    A.  B.  Caldwell,  Atlanta,  Ga. 

Century   _  Century  Company,  New  York. 

Charities  pub.  com Charities    Publication   Committee    (changed    to    Survey 

Associates,  inc.) 

Charles  -  Thomas  Charles  Company,  Chicago. 

Chicago  daily  news Chicago  Daily  News  Company,  Chicago. 

Chicago  univ  „  University  of  Chicago  Press,  Chicago. 

Church  John  Church  Company,  Cincinnati,  Ohio. 

Comstock    Ccmstock  Publishing  Company,  Ithaca,  N.  Y. 

Crowell    T.  Y.  Crowell,  New  York. 

Ditson    Oliver  Ditson  Company,  Boston. 

Dodd  Dodd,  Mead  &  Company,  New  York. 

Doran  G.  H.  Doran  Company,  New  York. 

Doubleday  Doubleday,  Page  &  Company,  Garden  City,  N.  Y. 

Duffield    Duffield  &  Company,  New  York   (formerly  Fox,  Duf- 

field  &  Company). 

Dutton   E.  P.  Button  &  Company,  New  York. 

Educ.  pub.  CO  Educational  Publishing  Company,  Chicago. 

Estes  Dana  Estes  &  Company,  Boston   (see  Page  Company) 

Fernald -  F.  A.  Fernald,  Washington,  D.  C. 

Flanagan  A.  Flanagan,  Chicago. 

Fox  _  Fox,  Duffield  &  Company  (see  Duffield). 

Funk  Funk  &  Wagnalls  Company,  New  York. 

Ginn   Ginn  &  Company,  Chicago. 

Good  health  pub.  co Good  Health  Publishine  Company,  Battle  Creek,  Mich. 

Gov't   prtg.   office Government  Printing  Office,  Washington,  D.  C. 

Grosset  Grosset  &  Dunlap,  New  York. 

Hall    Hall  &  McCreary,  Chicago. 

Harper  Harper  &  Brothers,  New  York 

Heath  D.  C.  Heath  &  Company.  Chicago. 

Henley  Norman  W  Henley  Publishing  Company,  New  York. 

Henry  .*. W.  A.  Henry,  Madison,  Wisconsin. 

Hinds  Hinds,  Hayden  &  Eldredge,  New  York. 

Holt    Henry  Holt  &  Company.  New  York. 

Hopkins  C.  G.  Hopkins,  Champaign,  Illinois. 

Houghton   Houghton,  Mifflin  &  Company,  Chicago. 

Iroquois  Troquois  Publishing  Company,  Syracuse,  N.  Y. 


THE    SCHOOL    LIBRARY.  -ir] 

Jacobs    - -  G.   W.  Jacobs  &  Company,   Philadelphia    (also  handles 

the  publications  of  Arnold  &  Co.) 

Judd Orange  Judd  Company,  Chicago. 

Lane  John  Lane,  New  York. 

Lea   Lea  &  Febiger,  Philadelphia. 

Library  bureau  Library  Bureau,  Chicago. 

Lippincott   J.  B.  Lippincott  Company,  Philadelphia. 

Little  _ -  Little,  Browm  &  Company,  Boston. 

Little   chronicle  Little  Chronicle  Company,  Chicago. 

Longmans  Longmans,  Green  &  Company,  New  York. 

Lothrop  Lothrop,  Lee  &  Shepherd  Company,  Boston. 

Lyons  -  Lyons  &  Carnahan,  Chicago. 

McClurg    A.  C.  McClurg  &  Company,  Chicago. 

McKnight   McKnight  &  McKnight,  Normal,  Illinois. 

Macmillan  -  The  Macmillan   Company,  Chicago    (is   also  American 

agent  for  A.  &  C.  Black). 

Man.  arts  pr Manual  Arts  Press,  Peoria,  Illinois. 

Mason    _  Perry  Mason  &  Company,  Boston. 

Merrill  Charles  E.  Merrill  Company,  New  York. 

Missouri  bk  co _  Missouri  Book  Company,  Columbia,  Missouri. 

Moffat    Moffat,  Yard  &  Company,  New  York. 

Munn   _  Munn  &  Company,  New  York. 

Nelson  „  Thomas  Nelson  &  Sons,  New  York. 

Newson   Newson  &  Company,  New  York. 

Oxford    _  Oxford  University  Press,  New  York. 

Page  _  Page  Company,  Boston  (also  handles  the  Estes  publi- 
cations). 

Penn  Penn   Publishing  Company,  Philadelphia. 

Piatt  Piatt  &  Nourse  Company,  New  York   (formerly  Piatt 

&  Peck). 

Pop  mechanics  Popular  Mechanics  Company,  Chicago. 

Prang _  Prang  Educational  Company,  New  York. 

Press  pub.  co  Press  Publishing  Company,  New  York. 

Pub.  sch.  pub.  CO Public  School  Publishing  Company,  Bloomington,  111. 

Putnam   ._ G.  P.  Putnam's  Sons,  New  York. 

Rand  „  Rand-McNally  &  Company,  Chicago. 

Revell  Fleming  H.  Revell  &  Company,  Chicago. 

Row   Row,  Peterson  &  Company,  Chicago. 

St.  John Thomas  M.  St.  John,  848  Qth  Av,  New  York. 

Sanborn  B.  H.  Sanborn  &  Company,  Chicago. 

Schirmer  G.  Schirmer,  New  York. 

Scott  Scott,  Foresman  &  Company,  Chicago. 

Scribner  Charles  Scribner's  Sons,  Chicago. 

Sec'y  of  state Secretary  of  State,  Springfield,  111. 

Sentinel  prtg.  co  _  Sentinel  Printing  Company,  Indianapolis. 

Sibley Sibley  &  Company,  Chicago. 

Silver Silver,  Burdette  &  Company,  New  York. 

Small   .  Small,  Maynard  &  Company,  Boston. 

Stokes    F.  A.  Stokes  Company,  New  York. 

Sturgis  Sturgis  &  Walton,  New  York. 

S.  S.  times Sunday  School  Times  Company,  Philadelphia. 

Survey  _  Survey  Associates,  inc..  New  York. 

Thompson  Thompson,  Brown  &  Company,  New  York. 

Univ.  Port,  cement Universal  Portland  Cement  Company,  Chicago. 

Univ.  pub.  CO  University  Publishing  Company,  Lincoln,  Neb. 

Uplift  pub.  CO Uplift  Publishing  Company,  Philadelphia. 

Warne   „ Frederick  Warne  &  Company,  New  York. 

"Webb   —  Webb  Publishing  Company,  St.  Paul,  Minn. 

Welles    Welles  Brothers  Publishing  Company,  Minneapolis 

Whitcomb  - -  Whitcomb  &  Barrows,  Boston. 


teachers"  reading  circle. 


Wilde ^^'.  A.  Wilde  Company.  Boston. 

Wiley John  Wiley  &  Sons.  New  York. 

Winston John  C.  Winston.  Philadelphia. 

World  bk.  co  „  World  Book  Company.  Chicago. 

Young   churchman  Young  Churcliman  Company.  Milwaukee,  \\'is. 


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